Forms of organization of communication of younger students. Construction and methodological studies of the formation of communication of children of primary school age in extracurricular activities
Introduction
Chapter 1. Theoretical foundations of extracurricular activities junior schoolchildren
1 Essence and content of extracurricular activities
1.2 Models for organizing extracurricular activities
3 Forms of organization of extracurricular activities of younger students
Chapter 2. Organization of interaction between school and family in extracurricular activities of younger students
1 Organization of work with parents in the artistic and aesthetic direction
2 Features of the organization of work with parents in the sports and recreation area
3 Features of the organization of the competition "Dad, Mom, I - a sports family" as one of the forms of achieving educational results in the sports and recreation area
Conclusion
Bibliography
Attachment 1
Appendix 2
Introduction
Currently, the actual problem is the interaction of the family and the school in extracurricular activities. Since the family and the school are two main and equal subjects of education and socialization of the individual during childhood and adolescence. Speaking about the relationship between the school and the family, first of all, it is important to note that they should be based on the principles of interconnection, mutual continuity and complementarity in educational activities. Not a division of functions, not a decrease in the responsibility of the family, but a deepening educational process by including the teaching staff in it is the only correct way to improve the quality of education and upbringing. The parent community should feel like a colleague of the teaching staff in the development and implementation of specific educational tasks, programs pedagogical impact taking into account the contingent of this educational institution and its family and household environment.
The basis of any interaction is the realization of the needs of its participants. It is obvious that production, socio-political institutions are very far from the problems of free development of a person's personality, while the main interests of the family and educational institutions in the development of the personality and the socialization of the child objectively coincide. Another thing is that the complexities and contradictions of real life, as well as established traditions, as a rule, separate these social institutions, which are most important for the development of the child's personality, on opposite sides of him. That is why generalization, analysis of features and further interaction of the family and educational institutions in the interests of the development of the child's personality are relevant.
From all of the above, we can say that the topic of interaction between the school and the family in the extracurricular activities of younger students is relevant.
The object of this work is the extracurricular activities of younger students.
Subject term paper- interaction between the school and the family in the extracurricular activities of younger students.
The purpose of the course work: The study of the interaction of school and family in extracurricular activities of younger students.
The following tasks follow from the purpose of this course work:
To study and analyze the psychological, pedagogical, methodological literature on this topic;
To reveal the essence of the organization of extracurricular activities in primary school;
To identify the features of the interaction between the school and the family in the extracurricular activities of younger students;
Make a plan extracurricular activities organization of the competition "Dad, mom, I'm a happy family"
In this course work, methods such as analysis and synthesis of literature, abstraction, concretization, generalization were used.
Chapter 1. Theoretical foundations of extracurricular activities of younger students
.1 Essence and content of extracurricular activities
Many schools under extracurricular activities accept additional education or traditional club work. Regardless of who organized it, it can be considered part of extracurricular activities only if its goals and objectives, methods of organizing activities are aimed at achieving meta-subject and personal results determined by the educational program of the school.
For additional education, the main thing is the organization of children's activities, their favorite thing, which fully meets the internal needs of the child. The formation of meta-subject results in additional education necessarily has a subordinate significance. Therefore, not all additional education is an extracurricular activity.
Distinctive features extracurricular activities is: the content of extracurricular activities is based on the study of the interests and needs of children of different age groups, it is possible to take into account the needs and interests of children and their families; extracurricular activities are built on the conditions of voluntary participation, activity and amateur performance of children; the psychological atmosphere in the extracurricular activities is informal, which contributes to the formation of equal relations between children and teachers based on common interests and values.
A high level of interpersonal relations between the teacher and children is assumed; students are allowed to move from one group to another (by subject, level intellectual development, head teacher).
Based on this, extracurricular activities are purposeful educational activities organized in their free time (many teachers understand this phrase as the second half of the day) for the socialization of children and adolescents of a certain age group, the formation of their need to participate in socially significant practices and self-government, creating conditions for the development of significant positive personality traits , realization of their creative and cognitive activity in various activities, participation in meaningful leisure.
If extracurricular activities are rationally used by a student, then each child acquires the ability to:
Appraisal of oneself, one's own individual characteristics and opportunities;
Reliably navigate the natural and social world;
It makes sense to make independent decisions;
Accumulate experience in individual and collective activities (creative, performing, reproductive);
Apply the experience gained in your life;
Directions of extracurricular activities
Sports and recreation direction
General cultural direction
Social direction (project activity)
General intellectual (scientific and educational direction)
Sports and health direction
Provides the formation of the foundations of a healthy and safe lifestyle among primary school students is one of the priority goals. The knowledge, skills and abilities acquired at the lesson of physical culture should subsequently be consolidated in the system of independent forms of classes. exercise: morning exercises and hygienic gymnastics before lessons, physical education and outdoor games during breaks and during walks, additional classes. active use schoolchildren mastered knowledge, methods and physical exercises in sports and recreational activities, daily routine, independent physical exercises.
General cultural direction
The problem of forming a conscious citizen with strong convictions rightfully stands at the forefront of ideological and moral education and is the main problem of education in general. It is important to educate early years collectivism, exactingness to oneself and each other, honesty and truthfulness, perseverance, diligence, the need to benefit others. Without assimilation of the norms of relationships, it is impossible to form social activity, in the process of development of which there is an increase in the level of self-determination of the child, an expansion of his understanding of his place in the system of relations “I and my peers”, “I and adults”, “I and society”. The direction of extracurricular work associated with the general cultural direction can be represented by the following types of activities: social creativity, volunteer activities, labor activity, etc., taking into account the resources available, the desired results and the specifics of the educational institution. The general cultural direction of schoolchildren is already in primary school should teach children independence in organizing their own individual, group and collective activities.
Scientific - cognitive (general intellectual) direction
Extracurricular cognitive activity of schoolchildren can be organized in the form of electives, circles of a cognitive orientation, scientific society students, intellectual clubs (like the club "What? Where? When?"), library evenings, didactic theaters, educational excursions, olympiads, quizzes, etc.
The acquisition by students of social knowledge, understanding of social reality and Everyday life can only be achieved if the object cognitive activity children will become the actual social world, i.e., knowledge of the life of people and society: its structure and principles of existence, norms of ethics and morality, basic social values, monuments of the world and national culture, features of interethnic and interfaith relations.
Project (social) direction
How a student can apply his knowledge, how competent he is in a broad extracurricular context, his future self-determination depends. It is not only the ability to acquire and apply knowledge, it is communication skills, self-control and self-assessment skills, development creativity.
Independent or managed project activity of younger students helps to realize their creative potential. Any attempts to thematically limit the project activities of students within the framework subject or organizational - the framework of the lesson (mini-projects of students as a form of independent work) are a substitute for the ideas of using the method of projects in the educational process. In the process project activities the younger student uses the acquired knowledge, chooses certain learning activities.
Military-patriotic direction
Military-patriotic education at school is constituent part complex and multilateral process of personality formation. Its basis is the formation and development in children of devotion to the Motherland and pride in it in any economic and political situations.
1.2 Models for organizing extracurricular activities
When organizing extracurricular activities of students, an educational institution uses the possibilities of educational institutions of additional education for children, organizations of culture and sports. Currently in general education school There are four main models for organizing extracurricular activities.
The first model is characterized by a random set of circles, sections, clubs, the work of which is not always combined with each other, the connections with school-wide life are also situational and fragmentary. All extracurricular work and extracurricular activities of the school are completely dependent on the available human and material resources; strategic line of development of the organization of children's activities in the afternoon is not adjusted. Unfortunately, so far this is the most common model. But even this option of organizing extracurricular activities at school makes some sense, since it contributes to the employment of children and the definition of the spectrum of their extracurricular interests.
The second model is distinguished by the internal organization of each of the structures available in the school. educational system, although the unified system is not yet fully operational. Nevertheless, in such models there are original forms of work that unite both children and adults (associations, creative laboratories, expeditions , hobby centers, etc.). Clubs, circles, studios similar in profile can be combined into club centers operating according to a single program. However, these centers exist in the school in isolation; connections with general school work are also fragmentary. Quite often, in such schools, the field of additional education becomes an open search area in the process of updating the content of basic education, a kind of reserve and an experimental laboratory.
The third model for organizing extracurricular activities can be built on the basis of close interaction between a general education school and one or more institutions of additional education for children or a cultural institution - a center children's creativity, club at the place of residence, sports or music school, library, theater, museum, etc. Such cooperation should be carried out on a regular basis. A school and a specialized institution, as a rule, develop a joint program of activities, which largely determines the content of extracurricular activities in a given school. The fourth model of organization of extracurricular activities in modern school involves a deep integration of basic and additional education of children. The definition of the content of their activities and ways of organizing it is based on common conceptual ideas that ensure the development of the institution as a whole. This is an educational complex, a school-club, a communal-type school.
1.3 Forms of organization of extracurricular activities of a younger student
In the scientific and methodological manual Grigoriev D.V. “Extracurricular activities of schoolchildren. Methodical constructor” it is recommended to organize the following forms of organization:
The level of education in the type of extracurricular activities Acquisition of social knowledge by the student Formation value attitude to the social reality Gaining experience of independent social action1. FictionRole-playing gameBusiness gameSocial modeling gameCognitive Cognitive conversations, subject electives, Olympiads.Didactic theater, public review of knowledge, intellectual club “What? Where? When?" Children's research projects, out-of-school activities of a cognitive orientation (student conferences, intellectual marathons, etc.), school museum-club 3. Problem-value communication Ethical conversation Debates, thematic debate Problem-value discussion with the participation of external experts leisure communication) Cultural trips to theaters, museums, concert halls, exhibitions Concerts, dramatizations, festive “lights” at the class and school levels Leisure and entertainment events for schoolchildren in the society surrounding the school (charity concerts, tours of school amateur performances, etc.) 5. Artistic creationMugs artistic creativity Art exhibitions, art festivals, performances in the classroom, schoolArt actions of schoolchildren in the society surrounding the school6. Social creativity (socially transformative volunteer activity) Social tests (initiative participation of the child in social events organized by adults) KTD (collective creative work) Social project 7. Labor (industrial) activity Design classes, circles of technical creativity, home crafts productive games ("Post Office", "City of Masters", "Factory"), children's production team under the guidance of an adult Children-adult educational production8. Sports and health activities Classes in sports sections, conversations about healthy lifestyles, participation in health procedures. School sports tournaments and health promotions Sports and health promotions for schoolchildren in the society surrounding the school9. Tourist and local history activitiesEducational excursion, tourist trip, local history clubTourist trip, local history clubTourist and local history expedition Search and local history expedition School Museum of Local Lore
Many schools under extracurricular activities accept additional education or traditional club work. For additional education, the main thing is the organization of children's activities, their favorite thing, which fully meets the internal needs of the child. Distinctive features of extracurricular activities are: the content of extracurricular activities is based on the study of the interests and needs of children of different age groups, it is possible to take into account the needs and interests of children and their families.
Currently, there are four main models for organizing extracurricular activities in a comprehensive school.
In the scientific and methodological manual Grigoriev D.V. “Extracurricular activities of schoolchildren. Methodological constructor" it is recommended to organize the following types of extracurricular activities at school: game, cognitive, problem-value communication, leisure and entertainment activities (leisure communication), artistic creativity, social creativity (socially transformative volunteer activity), labor (industrial) activity, sports and health-improving activities, tourist and local history activities.
Chapter 2. Organization of interaction between school and family in extracurricular activities of younger students
2.1 Organization of work with parents in the artistic and aesthetic direction
after school student sports competition
The purpose of the artistic and aesthetic direction is: the formation of culture, as part of the overall spiritual development of all participants in the educational process.
Artistic and aesthetic activity may have the following content:
familiarization with the national and world heritage;
stimulation of the emotional and value attitude of students and parents to the national culture;
organizing the activities of students and parents in creative matters.
In the artistic and aesthetic direction, the participation of parents will allow an informal approach to organizing excursions to exhibitions in museums, theaters, and concerts. In this direction, it is proposed to organize exhibitions of the works of parents, a concert with the participation of parents, a performance where parents and students play the main and secondary roles.
There are standard forms of interaction between the school and the family in the artistic and aesthetic direction:
Excursions;
Visiting museums;
Collective creative affairs;
Watching performances, films;
Along with the standard forms of interaction in the sports and recreation area, non-standard ones are offered, i.e. rarely used in school:
Participation in exhibitions and amateur art competitions;
Organization of circles, sections, clubs by parents.
2.2 Features of the organization of work with parents in the sports and recreation area
The purpose of the sports and health direction is: the formation of a healthy lifestyle ideology among students and their parents through the interaction of the school, the student and his family.
Sports and recreation activities may have the following content:
involvement of parents in joint sports and recreational activities;
conversations with parents about the importance and necessity of a healthy lifestyle;
ensuring the safety and strengthening of the health of students, teachers and parents by creating safe and comfortable learning conditions.
In schools, traditionally, you can plan the following activities:
"Health Day" together with parents;
competitions "Mom, dad, I am a sports family";
thematic parent meetings "For a healthy lifestyle" with the involvement of specialists who reveal the features of catering and hardening of schoolchildren;
"Tourist's Day" with the involvement of relatives for short trips and long excursions;
"Skier's Day", within which family competitions will be held;
Meetings of the family health club with the organization of a joint field trip.
There are standard forms of interaction between the school and the family in the sports and recreation area:
Travel trips with parents;
"Health Days" with parents. Thematic days, for example, "Tourist's Day", "Skier's Day" Decade "For a healthy lifestyle"
Competition "Dad, Mom, I am a sports family"
Thematic parent meetings, conferences.
In addition to standard forms of interaction in schools, non-standard ones are also offered:
Family health and fitness club. The club as a socio-pedagogical phenomenon is a unity of diversity, the integration of cognitive, developing, communication activities parents and children, which is based on the free search for ways to form a healthy lifestyle, interest in physical culture, creativity
Competition "The best sports class of the school"
2.3 Features of the organization of the competition "Dad, Mom, I - a sports family" as one of the forms of achieving educational results in the sports and recreation area
The competition “Dad, Mom, I am a sports family” is held to strengthen the “family-school” ties aimed at fostering a healthy lifestyle.
Competition is a method of directing the natural need of schoolchildren to rivalry and priority on education. necessary to a person and quality society. Competing among themselves, schoolchildren quickly master the experience of social behavior, develop physical, moral, aesthetic qualities. Competition is especially important for those who are lagging behind: by comparing their results with the achievements of their comrades, they receive new incentives for growth and begin to make more efforts.
The organization of a competition is a difficult task that requires knowledge of the psychology of education, compliance with a number of important conditions and requirements, among which we note the following.
Instructions for the competition "Dad, Mom, I - a sports family" for the teacher:
Prepare a competition plan. Think over all the stages, the opening ceremony and awards. Decorate the gym with balloons, flags and fun posters. Be sure to make a list of children who will participate in the competition. Choose relays that are age appropriate. Develop a system for calculating results and penalty points.
Depending on the type of competition, select the necessary sports equipment - balls, light dumbbells, jump ropes, mats, mini-gates. Place the inventory so that it is convenient to take it<#"justify">Conclusion
The purpose of the course work was to study the interaction between the school and the family in extracurricular activities of younger students. To achieve the tasks set, the psychological and pedagogical, methodical literature on the research issue. The essence and features of the organization of extracurricular activities of a junior schoolchild in the field of interaction between the school and the family are revealed.
Thus, we can conclude that the organization of extracurricular activities of younger students is an obligatory part of the educational process at school. Extracurricular activities increases the space in which students can develop their creative and cognitive activity. The new Federal State Educational Standard assumes that in elementary school, studying subjects, a student at the level of his age should master the methods of cognitive and creative activity.
As a result of the theoretical research the features of organizing work with parents in the sports and recreation area were considered and a summary of the event of the competition "Dad, Mom, I - a sports family" was developed. This form of sports and recreation direction at school is focused on achieving the second level, i.e. formation of a value attitude to social reality.
The practical significance of this work lies in the fact that the developed teaching materials can be used in the educational process by elementary school teachers, students in extracurricular practice educational work.
As a result of this course work, the goal and objectives were implemented in full.
Bibliography
1.Bayborodova L.V. Extracurricular activities of schoolchildren in groups of different ages / L.V. Baiborodova.- M.: Enlightenment, 2013.-177p.
.Bragutsa A.V. Development of cooperation between younger schoolchildren in extracurricular activities / A.V. Braguta // Primary school.- 2011.- №6.- p.53-55
.Grigoriev D.V. Extracurricular activities of younger students. Methodological constructor: A guide for the teacher / D.V. Grigoriev, P.V. Stepanov.- M.: Enlightenment, 2010.- 223p.
.How to organize a competition [ electronic resource], Access mode:#"justify">. Malenkova L.I. Theory and methods of education / L.I. Malenkova.- M.: Pedagogical community of Russia, 2004.- 480s.
.Methodological advice on the organization of extracurricular activities of primary school students. Access mode: #"justify"> Attachment 1
sports holiday
“Dad, mom, I am a sports family!”
For sports there are no borders and distances! It is understandable to the peoples of all the earth! He is the property of our entire planet! Sport gives happiness of friendship and love!
Goal: Strengthening the ties "family - school", aimed at fostering a healthy lifestyle.
Objectives: 1. Promote a healthy lifestyle, promote family involvement in physical education and sports;
To educate children and parents of positive emotions from a joint event;
To carry out the relationship in the physical education of children between the school and the family;
Event scenario
Leading. Good afternoon, Dear friends! Today we are holding a sports festival "Dad, Mom, I am a sports family." We have a family holiday, in which not only children, but also their parents will take part.
It's great that we have a desire to make friends with each other and it's nice to see people with a kind, friendly smile and a happy look. And if it's a family - it's doubly nice.
At all times, people have striven for a healthy lifestyle, wanting to know the limits of their capabilities, not being afraid to challenge fate. And often came out victorious. And this is sport: life, health, risk, search, victory.
Today, family competitions of the most daring and resolute, the most resourceful and cheerful are being played out before your eyes.
But it does not matter who becomes the winner in our rather comic competition, and there will definitely be a winner, the main thing is that we all feel the atmosphere of the holiday, the atmosphere of goodwill, mutual respect and understanding.
And since we have competitions, it means that there should be a jury, strict and fair. Moderator: And now we will get acquainted with the main actors our sports festival. Let's welcome them. (Called families _______________________)
Look - we have gathered here whole class, Together with us dads, moms. Dads left the sofas, Moms left the pans, And they put on their suits. Moderator: We think that our participants are ready to take part in the competition. Let's say hello to our teams again. Let's start the competition.
We have a large supply of ventures, And all of them, friends, are for you! And now, without delay, we begin the competition. First competition. Cheerful family. In this relay race, dads start first. At the signal of the judge, the dads run to the CS (control post), run around it and come back. They take the mother’s hand together with the mother, run to the CS without disengaging their hands, run around her, return, take the child’s hand and the three of them run to the CS and back. While running, you can not disengage your hands. The team that finishes the competition first without violating the rules wins.
Inventory: Rack.
Second competition. Winter-winter-winter.
The team (father, mother and child) get on their skis and, at the signal of the judge, move to the CS. Bypass it and come back. The team that finishes the relay first wins.
Inventory: skis Leading: When you go to storm the relay race, Victory is not very visible to us. But all the same, we will reach victory, No fluff to you, team, no pen!
(Judges count the results of two competitions, the performance of school athletes)
Third competition. "Relay with a balloon - a well."
At the referee's signal, the first participant (child) leads the balloon with a stick. Near the CS without the help of hands (only with the help of a stick) drives the ball into the bucket. Then he takes the ball with his hands and runs, passing back the baton to the next participant (mother). Mom does the same, and then dads do the same. The team that finishes the relay race the fastest without breaking the rules wins.
Equipment: clubs, air balloons. Fourth competition: Carrying balls.
They sit one after another on the bench (child, mom, dad), balls (6 balls) lie in front of them in a hoop. At the signal of the referee, the child takes one ball and carries it to the hoop, which lies near the CS and puts the ball into it, then returns back. Mom does the same, but with only two balls. Then dad runs with three balls, puts them in a hoop, and comes back. He takes the mother and the child by the hand, together they run to the hoop with balls, the father takes all 6 balls and runs back, and the mother and child help to carry them.
Equipment: hoops, balls
Host: While the judges are counting the results of past competitions, we will watch the performance of the school athletes. Fifth competition. Tourist fun (crossing, spider). Mom and dad hold a gymnastic stick and carry the child on it to a certain mark (the child weighs on a stick not touching the floor), having reached the mark (hoop), the parents lower the child into the hoop, leave the gymnastic stick, take the “spider” and three of them with the “spider” » run to the CS, run around it and return to the mark. They leave the “spider”, take the gymnastic stick and carry the child back Inventory: gymnastic stick, hoop, “spider”
Leading: To make the test more interesting, We complicated the competition, So as not to get three into trouble, We will give one jump rope
Sixth competition. interaction and solidarity.
A child with a handkerchief in his hands stands at the start line. Mom and dad with their legs tied and hugging their waists, at the signal of the judge, run to the COP and back. They run up to the child, take a scarf and with their free hands tie a scarf on the child’s head. After the child takes the ball and in the “cuttlefish” position moves to the KS, takes the ball in his hands and runs back. Mom and dad untie their legs during this time and decide who will run with a hoop and who will jump with a rope. Deciding dad (mom) go to the CS and rotate the hoop, run back, mom (dad) jump rope to the CS, run back. The team that finishes the competition first wins.
Equipment: handkerchiefs, hoop, jump rope
Leading. So the last competition of our sports festival has ended and while the jury is summing up the results, I will play a game with the audience. I read riddles and you solve them.
I wake up early in the morning Together with the ruddy sun, I fill the bed myself, I quickly do .... (exercises).
Not offended, but inflated. They lead him across the field, And they will hit him - nothing at all. Do not keep up with .... (ball).
There is a cry on the ice platform, A student rushes to the gate. Everyone shouts: “Puck! Hockey stick! Bey! A fun game .... (hockey).
Two birch horses Carry me through the snow. These red horses And their name is .... (skiing).
Who will catch up with me on the ice? We are racing. And it’s not the horses that carry me, but the shiny ones ... (skates).
I took two oak bars, two iron runners. I stuffed planks on the bars. Give me snow. Ready ... (sled).
On a clear morning along the road Dew glistens on the grass. Feet go along the road And two wheels run. The riddle has an answer. This is my ... (bike).
Host: Well done! You guessed them very well, but I think it's time to give the floor to the jury. Now we will find out whose family today has become the best, friendly and athletic.
(The jury sums up the results of the competition. Certificates and prizes are awarded.
Appendix 2
Extra-curricular event "Dad, Mom, I am a sports family"
rallying "families", involving students in systematic classes physical culture and sports; promote the formation of a healthy lifestyle, values in family relationships, the formation of personal qualities (love, mutual assistance, friendship, solidarity).
Create a cheerful and joyful mood for children and their parents.
Develop physical qualities: endurance, speed, reaction force.
To carry out the relationship in the physical education of children between the school and the family.
Event progress
Hello dear guests! We welcome you to the sports festival "Dad, Mom, I am a sports family!" Today we have family teams visiting us: (team name). Our teams are very excited, let's greet them with applause.
Music sounds, commands come out.
Starts are waiting for you ahead.
And the teams are all strong. Let's shout together, kids.
Everyone, everyone, everyone.
Physical training!
Today we have a jury at the sports festival that will evaluate your results. Without a jury, we are nowhere, Who will evaluate you then. Follow the teams, Do not write a lot of fines.
competition: "Representation of teams"
Each team introduces itself.
Competition: "Guess"
Opposite each team are letters, on command everyone runs to the letters. From these letters it is necessary to compose the expression "Cheerful starts". The team that wins a short time will form an expression.
competition "Baron Munchausen"
A fabulous traveler, he loved to fly on the core, so you have to overcome the distance from the start line to the cone and back, holding the ball between your knees. The team that completes the task faster wins.
Who helps at the construction site? And he unloads the wagons, Very strong guys, they will help you when you need it.
competition: "Movers"
Near each team there are baskets in which there are 2 small stuffed balls for a child, 2 medium stuffed balls for moms, 2 large stuffed balls for dads, and in front of each team there are empty baskets. On command, everyone carries one ball: a child, mom, dad, and so on until all the balls are transferred to an empty basket. The team that completes the task the fastest wins. Whose family is the fastest? Only here they are waiting for success. We will tell you how to jump, And we will help and tell you.
competition: "Merry relay race"
On command, a child jumps on a hop, then mom rides an inflatable horse, and then dad runs in a foam diaper,
While the jury will sum up the results for 4 competitions, the teams will have a rest, and we will play with the audience.
What ball sports do you know?
What is the beginning and end of a run called? (start, finish)
What equipment do judges use? (whistle, flag, cards)
What animal lives in the gym? (goat)
Hula hoop is it? (hoop)
How is hockey played? (hockey stick)
The floor is given to the jury.
competition: "Nimble couple"
Ahead is a child in hoops, holding a hoop in his hands. Mom and dad hold on to the hoop, while they pinch the balloon with their foreheads.
On command, they all run together to the landmark and back. The team that completes the fastest wins.
7 competition "General cleaning"
Opposite each team, a pile of sawdust is poured. On command, the child, holding a scoop and a broom, runs up to this hill and sweeps, sawdust, runs back and pours into a bucket, then mom, holding a rag in her hands, runs and wipes the floor where he lay, sawdust, dad, holding a bucket in his hands , a broom, a rag runs around a landmark.
The team that completes the task faster wins.
competition "Hockey players"
Opposite each team are five cones at a distance of 1 meter. On command, dad, holding a stick in his hands, circles the cones with a snake with a tennis ball, then mom, a child.
The team that completes the task faster wins.
competition: "Caterpillar"
Each team becomes a sports caterpillar, on command they move to the landmark and back. The team that completes the task faster wins.
competition "Song"
Each team sings a sports-themed song. And now summing up the results of all competitions, while the jury is conferring, we will all watch the musical number together. The floor is given to the jury, the winners of the teams are called, the song “I, you, he, she is a friendly family together” sounds.
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Extracurricular activities of students combines all types of schoolchildren's activities (except for educational activities and in the classroom), in which it is possible and expedient to solve the problems of their upbringing and socialization.
According to the Federal Basic Curriculum for educational institutions Russian Federation the organization of classes in the areas of extracurricular activities is an integral part of the educational process at school.
Types and directions of extracurricular activities.
The following types of extracurricular activities are available for implementation at the school:
- gaming activity;
- cognitive activity;
- problem-value communication;
- leisure and entertainment activities (leisure communication);
- artistic creativity;
- social creativity (socially transformative volunteering);
- labor (production) activity;
- sports and recreation activities;
- tourist and local history activities;
1. Extracurricular cognitive activity schoolchildren can be organized in the form of electives, cognitive circles, a scientific society of students, intellectual clubs (like "What? Where? When?"), library evenings, didactic theaters, educational excursions, olympiads, quizzes.
At first glance, it may seem that all these forms in themselves make it possible to achieve first level results(acquisition of social knowledge by schoolchildren, understanding of social reality and everyday life).
However, this is not entirely true. This level of results can be achieved only if the object of children's cognitive activity is the actual social world, i.e. knowledge of the life of people and society: its structure and principles of existence, norms of ethics and morality, basic social values of monuments of world and national culture, features interethnic and interfaith relations.
Moreover, not only and not so much fundamental knowledge will be important, but those that a person needs for a full-fledged living of everyday life, successful socialization in society: how to behave with a person in a wheelchair, what can and cannot be done in the temple, how to search and find the necessary information, what rights a person has in a hospital, how to dispose of household waste safely for nature, how to pay utility bills correctly. The lack of elementary social knowledge can make the life of a person and his immediate environment very difficult.
Within the framework of extracurricular cognitive activity of schoolchildren, it is also possible to achieve results of the second level (the formation of a positive attitude of children to the basic values of society). To do this, the value component must be introduced into the content of cognitive activity.
In this regard, teachers are recommended to initiate and organize the work of schoolchildren with educational information, inviting them to discuss it, express their opinion, and develop their position in relation to it. This may be information about health and bad habits, moral and immoral deeds of people, heroism and cowardice, war and ecology.
As an example, let's name several potentially controversial topics from different fields of knowledge:
For elementary school
Pollution of nature: can life in a city be like this
as pleasant as in the country or in the village?
Is it difficult to live in our society for a person in a wheelchair?
My appearance: a private matter or respect for other people?
2. Problem-value communication.
problematic- value communication, unlike leisure communication, affects not only the emotional world of the child, but also his perception of life, its values, meaning. Problem-value communication of schoolchildren can be organized in the form of ethical conversations, debates, thematic disputes, problem-value discussions.
For achievement first level results- the acquisition by schoolchildren of social knowledge, understanding of the social reality of everyday life - the optimal form of ethical conversation.
An ethical conversation is not a teacher's lecture on moral issues. This is a detailed personal statement of the initiator of the conversation addressed to the listeners, imbued genuine emotions and experiences and necessarily aimed at obtaining feedback from listeners (in the form of questions, answers, remarks).
A well-organized conversation is always a flexible combination of programming and improvisation.
As part of an ethical conversation, the main channel of communication is the Teacher - Children. This form does not imply active communication between schoolchildren (the maximum allowable is the exchange of children with short remarks). And without defending your opinion in the face of another, especially a peer (he is equal to me, therefore, in case of failure, it is difficult to attribute everything to superiority in age, experience, knowledge), it is not easy to understand whether the child is ready to seriously answer for his words. In other words, whether he appreciates what he claims or not.
You can understand this by participating in debates.
This educational form is able, if used correctly, to achieve second level results- the formation of positive attitudes of the student to the basic values of our society and to social reality in general.
Debates are arranged according to the role principle: the participant can defend before the judges the point of view that he does not share in reality.
The task of transition to practical action initially faces the participants in the problem-value discussion. The discussion is structured in such a way that a person faces a choice: to act or not? It is this educational form that is designed to contribute to the achievement third level results- obtaining by schoolchildren the experience of independent social action.
3.Leisure - entertainment activities
(leisure communication).
It is possible to achieve educational results of the first level in the leisure and entertainment activities of schoolchildren (the acquisition of social knowledge by schoolchildren, a primary understanding of social reality and everyday life) within the framework of such a well-known form as a cultural trip to the theater, museum, concert hall, gallery.
However, the cultural campaign of the cultural campaign is different.
For example, it is common to visit school class museum
goes according to the following scheme:
the distributor of museum tickets comes to the school;
the class teacher at his own discretion chooses
topic and inform students about it;
schoolchildren voluntarily-compulsorily pass
teacher or responsible classmate money for
the class goes to the museum;
discussion, if it occurs, is
spontaneous nature.
Turning a cultural trip to a museum from a formal action into an educational event, the teacher will have to organize it in a fundamentally different way, in particular:
meet with the students with the distributor
museum tickets;
organize the preparation of a welcome message for schoolchildren
visits to the museum;
agree with the museum staff that one of them
meet the guys, introduce them to
museum space;
arrange after viewing the exhibits, a meeting with
museum staff;
invite students who wish to perform creative
works and donate them to the museum.
To achieve educational results of the second level in the leisure and entertainment activities of children (the formation of a positive attitude of the student to the basic values of our society and to social reality as a whole), such forms as a concert, dramatization, a festive "light" are aimed, of course, provided that the organization is organized by the forces themselves schoolchildren.
In order for the leisure and entertainment activities of schoolchildren to begin to ensure the achievement of educational results of the third level (children gaining experience in independent social action), it must be transferred to the public space. In other words, start building the leisure of other people who do not fall into the category of relatives. For example, you can organize a fair in the school area.
The algorithm of the fair includes:
total collection, which may be accompanied by a ruler,
carnival procession;
free movement of participants in space;
free choice of attraction and participation in it;
final collection, with or without auction.
4.Game activity.
In the variety of definitions of the game, we will cite the following as a reference: the game is an action that takes place within certain limits of place, time, meaning in a foreseeable manner and according to voluntarily adopted rules, outside the sphere of material benefit and necessity; accompanied by mood and feelings of uplift and tension of detachment and delight (J. Huizinga)
First, the game expands the scope pedagogical activity, enriches the professional position of the teacher with the so-called game position.
The game position of the teacher, according to S.D. Polyakov, follows from two main features of the game - duality and role.
Two-dimensionality is the deployment of play behavior in two spaces at once: in real circumstances and in a conditional space, where the owners are not the tasks of real communication activity, but imaginary conditions abstracted from reality.
Participants in gaming communication, gaming activities, to one degree or another, are aware of the role-based nature of their behavior.
Game communication turns out to be a powerful educational tool, because it helps the teacher to perform various maneuvers in the field of business and personal communication.
5. Social creativity (socially transformative volunteering).
Today it is no longer necessary to prove that there is a special type of educational outcomes associated with the socialization of students. However, the task of socialization can be interpreted in different ways. The most fundamental difference has to do with the understanding of socialization. The most fundamental difference is connected with the understanding of socialization either as adaptation to existing social conditions, or as adaptation to existing social conditions, or as providing the possibility of effective transformative activity in a changing society.
The main content of the second understanding of socialization is the transfer of a child, a teenager into the position of an active member of civil society, capable of self-determination on the basis of values, developing their own understanding and goals, developing projects for the transformation of society and its individual institutions, and implementing these projects. In other words, we are talking about the formation of a young subject of social creativity.
Social creativity is the highest form of social activity: the creative process; aimed at transforming and creating qualitatively new forms of social relations and social life.
The social creativity of schoolchildren is the voluntary, feasible participation of children in the improvement, improvement of social relations, the transformation of the situation that is developing in the society around them.
Such activity is always associated with the student's personal initiative, his search for non-standard solutions, the risk of choice, personal responsibility to a group of peers, a teacher, and the public.
6. Artistic creativity.
The relevance and pedagogical expediency of the program of extracurricular activities in the field of artistic creativity of adolescents is due to the need to resolve real
contradictions that have developed in the theory and practice of education in new sociocultural conditions in particular, the limitations of the strategy of "introduction to culture" in the context of the expansion of mass culture.
7. Labor (industrial) activity.
Under the traditional definition of labor as a conscious, energy-consuming, generally recognized expedient activity that requires a person to make efforts and carry out work, educational activities also fall.
However, the principle that uplifts the teachings "good study is real work" in recent times began to be used unfortunately, and as a cover for the disappearance of other, non-educational forms of labor activity of children from school life. That is why, speaking about the labor activity of schoolchildren, we introduce a clarification - “production”. We are talking about labor in which boys and girls at least produce a product (thing, service, information, etc.), which is significant not only for them, but also for other people.
Achievement of educational results of the first level in the labor activity of schoolchildren (the acquisition by schoolchildren of social knowledge, a primary understanding of social reality and everyday life) is possible within the framework of such well-known educational forms as circle classes in technical creativity (aeromodelling, ship modeling, etc.), home crafts , folk crafts. It is here that the child's understanding of the culture of work, the ethics of labor relations, the contribution of labor to the meaningfulness of everyday existence is laid, the sense of productive independence, the feeling and awareness of involvement in the world of working adults grows.
For modern junior schoolchildren, it turns out to be surprisingly interesting and useful to engage in technical creativity with Lego constructors.
For achievement in work educational results of the second level(the formation of positive attitudes of a schoolchild to the basic values of our society and to social reality in general) are aimed at such forms as a collective labor game, a children's production team under the guidance of an adult. Here, in addition to productivity, a special production communication becomes an educating factor.
The wonderful collective labor games “Mail” and “Factory” are described by I. P. Ivanov in his book “Encyclopedia of Collective Creative Affairs”.
Children's and adult educational production necessarily enters the economic market, begins to produce socially useful products.
And precisely because of this, it is that educational
a form that ensures achievement in labor activity
educational results of the third level- receiving by children
experience of independent social action.
8. Sports and recreation activities.
On the topic of educational opportunities for extracurricular sports and recreational activities, a special educational program, which presents educational results and effects, cultural forms and content of activities.
In our school, 2 hours of extracurricular activities are conducted: "The ABC of keeping animals", "Rhetoric".
The ABCs of Animal Care course is designed for 33 hours.
The purpose of the course is to form in children a culture of communication with animals as part of an ecological culture, a humane attitude
to animals, mastering science-based ways of interacting with animals, as well as the need for active personal support for events and actions aimed at caring for animals. Communication with animals contains a unique developmental potential, and the course program makes it possible to use it.
In the classroom, children are happy to talk about their favorite pets, draw, sculpt animal figures.
Also obtain information from additional literature.
We take a lot of information from the periodical magazine "Moy zoomir".
The work program on "Rhetoric" is compiled in accordance with the requirements of the Federal State Educational Standard for Primary general education and the author's program T.A. Ladyzhenskaya, N.V. Ladyzhenskaya.
The relevance of the choice is determined by the following factors:
Based on diagnostic indicators, students have poor communication skills;
33 hours per year (1 hour per week) are allotted for study. The topics of the classes are formulated according to the author's methodological recommendations.
The goals and objectives of rhetoric as a subject of the philological cycle are to teach speech, develop communication skills, teach younger students to communicate effectively in different situations, solve various communication tasks which life itself puts before the students.
Bashantinsky College. F.G. Popova (branch)
Federal State Budgetary Educational Institution of Higher Professional Education
"Kalmyk State University»
Course work
Formation of communication skills in extracurricular activities
3rd year student of correspondence course
specialties 050146 52
"Teaching in Primary School"
E.V. Trusovoy
Supervisor
B.A. Buvenova
Gorodovikovsk 2015
INTRODUCTION
Communication is the most important social need, without which the formation of personality slows down and sometimes stops. Since man is a biosocial being, he constantly feels the need to communicate with other people, which determines communication as a necessary condition for life.
From the point of view of psychology (for example, A.A. Leontiev), communication is understood as the process of establishing the maintenance of a purposeful, direct or indirect contact between people, one way or another connected with each other psychologically. The implementation of this contact allows either to change the flow joint activities by coordinating "individual" activities according to certain parameters, or, conversely, by separating functions (socially oriented communication), or by purposefully influencing the formation or change of an individual in the process of collective or "individual", but socially mediated activity (personally oriented communication). A simpler definition is given by M.I. Lisina: communication is the interaction of 2 or more people aimed at coordinating and combining efforts in order to build relationships and achieve a common result.
Like any object scientific study, communication has a number of properties inherent in it. Among them:
Communication is a mutually directed action;
It implies the activity of each of its participants;
Its participants expect to receive a response / response from a communication partner;
Each of the participants in this process acts as an individual
The main functions of communication are:
Organization of joint activities of people (coordination and unification of efforts to achieve them);
Formation and development of interpersonal relationships;
People knowing each other.
Communication is a necessary condition for the formation of personality, its consciousness and self-awareness.
Currently, psychologists, educators and sociologists note a deterioration in the attitude of children to direct interpersonal communication with the advent and expansion of social networks. Computer communication creates the illusion of friendly relations, the child feels emancipation, and some irresponsibility in communication.
The younger school age is associated with the entry into the learning process as the most systematized form of communication, with educational activity as the leading one in this period, there is a transition from visual-figurative thinking to abstract, to the ability to build reasoning, draw conclusions. When a child enters school, there are also changes in his relationship with other people. Significantly increases the time allotted for communication. Most children spend the day in contact with the people around them: peers, teachers and other people. The content of communication changes, it does not include topics related to the game, dominated by business conversation. In the first grades, students communicate more with the teacher, showing the greatest interest in him than in their peers, since the teacher is an authority for them, but by grades III-IV everything changes. The teacher becomes a less significant and authoritative person for children, they have a growing interest in communicating with peers, which gradually increases towards middle and senior school age. With external changes in the nature of communication, internal ones also occur, which are expressed in a change in the topics and motives of communication. If in the first grades of the school, the communication partner was determined mainly by the teacher's assessments, academic success, then by grades III-IV, other motives for interpersonal choices appear, associated with an independent assessment by the student of the personal qualities of the communication partner. The next stage in a child's life is adolescence, when communication with peers becomes the leading activity. Mastering the culture of communication at primary school age allows you to be more successful in the future. Teachers and psychologists need to control communication among younger students and, if necessary, carry out correctional and developmental work with children. As the analysis of the literature on this research problem showed, communication includes such components as:
) the desire to make contact with others (“I want”);
) knowledge of the norms and rules of communication with others ("I know");
) the ability to organize communication ("I can")
Therefore, the goal of the teacher is to teach children to communicate, interact with each other, develop the necessary skills and communication skills.
1. Communication, communication skills
communication student role play
Communication is the interaction of two or more people, during which they exchange a variety of information in order to harmonize and combine efforts and build relationships. Communication is not just an action, namely interaction: it is carried out with the mutual activity of the participants. Each participant in communication acts in the course of it not as a physical body or organism, but as a subject, as a person who is endowed with his own activity and his attitude towards others. Orientation to the activity of another and his attitude is the main originality of communication.
Any act, even having everything external signs interactions (speech, facial expressions, gestures) cannot be considered communication if its subject is a body devoid of the ability to perceive or respond to mental activity. Only orientation to the attitude of the other and his activity, taking into account his actions can indicate that this act is communication.
The first criterion: communication involves attention and interest in the other, without which any interaction is impossible. A look into the eyes, attention to the words and actions of another indicate that the subject perceives the other person, that he is directed at him.
Communication is not just an indifferent perception of another person, it is always an emotional attitude towards him. The emotional coloring of the perception of the partner's influences is the second criterion of communication.
The third criterion for communication is initiative acts aimed at attracting the partner's attention to oneself. Since communication is a mutual process, a person must be sure that the partner perceives it and relates to its influences. The desire to arouse the interest of another, to draw attention to oneself is the most characteristic moment of communication.
The fourth criterion of communication is the sensitivity of a person to the attitude that a partner shows towards him. A change in activity (mood, words, actions) under the influence of the partner's attitude indicates such sensitivity.
Taken together, these criteria may indicate that this interaction is communication. However, communication is not just attention to another or an expression of attitude towards him. It always has its own content that connects. The very word "communication" speaks of community, belonging.
Such a community is always formed around some content or subject of communication. It can be a joint activity aimed at achieving a result, or a topic of conversation, or an exchange of views on an event, or just a smile in return. The main thing is that this subject of communication, this content should be common for people who have entered into communication.
Communication performs a variety of functions, among them are: the organization of joint activities, the formation and development of interpersonal relationships, emotional self-expression and people's knowledge of each other. The functions of communicative signals in the context of communication are performed by means of communication - conscious and unconscious reactions and behavioral manifestations. There are 3 main categories of means of communication: expressive-mimic, subject-effective and speech. Each category of means of communication has its own specific capabilities that determine its functions and role in communication.
Expressive-mimic means of communication are the first to appear in ontogeny: smile, laughter, expressive vocalizations, mimic movements, etc. this is means of expression communication. Their function is that they serve as indicators of the relationship of one person to another and constitute an indispensable component of any level of development of communication. A feature of expressive-mimic means of communication is their ambiguity and amorphousness; they do not carry a certain fixed content. Expressive movements are one of the means of communication.
Object-effective means of communication appear later in ontogeny. These are no longer expressive, but pictorial means of communication. These include locomotions (approaches, postures, turns, etc.), pointing gestures, attraction and transfer of objects, actions with objects, touches, etc. Visual means express the readiness of the partner to communicate and in a peculiar form show what kind of interaction he invites. These means of communication are distinguished by a higher degree of arbitrariness than expressive ones.
The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to assimilate various kinds of knowledge and skills from others, which is of paramount importance for the entire course of mental development and for the formation of personality as a whole.
The development of communication with an adult occurs as a change in several forms of communication. Forms of communication are qualitative steps in the development of communication. Each form of communication is characterized by the following main parameters:
) time of occurrence and duration of functioning as the main one;
- the place occupied by this form of communication in the broader context of the child's life;
) the main content of the communicative need satisfied by children in the course of communication of this form of communication;
) the nature of the leading motives prompting the child to this stage development to communicate with other people;
) the main means of communication, with the help of which, within the limits of this form of communication, the child communicates with other people. M.I. Lisina identified four forms of communication between a child and an adult:
Situational-personal communication is genetically the first form of communication between a child and an adult. It is typical for children in the first six months of life;
Situational business communication is the second most common form of communication between children and older partners; it is typical for young children;
Extra-situational-cognitive communication;
Extra-situational-personal communication with an adult in the second half of preschool childhood.
The child is very sensitive to the remarks and instructions of an adult, which is a favorable condition for the upbringing, education and preparation of children for school. But the preschooler himself is gradually coming to the realization of himself as a subject of relationships.
By the age of 6-7, a child begins to experience himself as social individual, and he needs a new life position and in socially significant activities that ensure this position. This neoplasm leads to a crisis of seven years of age. The child has a desire to take a significant place for the world of "adults" in life, in their activities. School education realizes this desire, however, the surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for the performance of a number of duties. The child develops an "internal position", which in the future will be inherent in a person at all stages of his development. life path and will begin to determine his attitude not only to himself, but also to his position in life.
At senior preschool age, communication with peers has an extra-situational-business form. The main desire of some preschoolers is the thirst for cooperation, which arises in a more developed form of play activity - in a game with rules. This form of communication contributes to the development of awareness of one's duties, actions and their consequences, the development of arbitrary volitional behavior, That is necessary condition for subsequent educational and labor activities.
By the age of 6 - 7, the senior preschooler moves on to a new type of activity - to learning. The question arises about the possibility of making such a transition in optimal forms.
The psychological readiness of the child to study at school is the sum of all his achievements over the previous periods of mental maturation.
One of the most important indicators of readiness for schooling is the formation of communication, since it is a factor in the development of other indicators (a certain level of development of mental processes, the level of emotional and motivational readiness, the presence of arbitrariness, volitional behavior). So, the proposed E.E. Kravtsov's unconventional approach to solving actual problem psychological readiness of the child to school shows that behind the schemes of intelligence are forms of cooperation with adults and peers. The author practically proved the importance of the role-playing game for the formation of skills and new forms of communication, noted the need for the existence of games with rules for the maturation of mental processes and the development of the emotional-volitional sphere of the future student.
So, at preschool age there are significant changes in the formation of the child's personality: his lifestyle, the content and forms of communication with other children change. The child begins to learn to assert his will, to realize his "I". We must be careful not to close the emerging personality. How often do we adults, with our rigid limits "not" and "should" make children dependent on someone else's opinion, not thinking that they will forever lose their own. In communicating with adults, children have psychological barriers: to answer incorrectly, to seem ridiculous, to say "not so." This is especially evident when teaching children in the classroom, when the teacher has programmed and expects a certain answer from the child.
The consequence of such communication is that the child goes into his "shell", becomes "silent", gets used to being invisible. This is how an inferiority complex develops.
Finding ways and means for self-discovery of a child, so that everyone believes in themselves, in their uniqueness, peculiarity and necessity, is not easy and not easy. To find harmony in relations between an adult and a child, to see a special charm in these relations is main task educator and educator. Probably, each of us wants to see a child happy, able to communicate with other people. The ability to communicate with peers and adults is a manifestation of communicative abilities, individual psychological characteristics of a person, which ensure the effectiveness of communication and compatibility with other people: peers, adults. Relationships with others play a huge role, and their abnormality is often an indicator of any deviations in mental development.
1.1 Features of communication of younger students
A junior student is a person who actively masters communication skills. During this period, there is an active establishment of friendly contacts. Acquiring the skills of social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage.
Primary school age (from 6-7 to 9-10 years old) is determined by an important circumstance in a child's life - admission to school.
A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Relatives, adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. (A.A. (Radugina, Psychology and Pedagogy, M. Pedagog, 2004)
By the end preschool age the child is in in a certain sense personality. He is aware of what place he occupies among people, and what place he will have to take in the near future. In a word, he discovers a new place for himself in the social space of human relations. By this time, he has already achieved a lot in interpersonal relationships: he is oriented in family and family relationships and knows how to take what he wants and social status place among family and friends. He knows how to build relationships with adults and peers. He already understands that the assessment of his actions and motives is determined not so much by his own attitude towards himself, but, first of all, by how his actions look in the eyes of the people around him.
During preschool childhood, in the vicissitudes of relationships with adults and peers, the child learns to reflect on other people. At school, under the new conditions of life, these acquired reflective abilities render the child a good service in deciding problem situations in relationships with teachers and classmates.
A preschool child lives in the conditions of his family, where the demands addressed to him consciously or unconsciously correlate with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.
Another thing is the school. A lot of people come to the class and the teacher has to work with everyone. This determines the strict requirements on the part of the teacher and increases the mental tension of the child. Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. At school, the standardization of the child's living conditions takes place, as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, pronounced lethargy. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. The child will have to overcome the trials that have piled on him.
First school years children gradually move away from their parents, although they still need guidance from adults. Relationships with parents, family structure, and relationships between parents have a major influence on schoolchildren, but the expansion of contacts with the external social environment leads to the fact that other adults have an ever stronger influence on them.
The communication of a younger student with other people outside the school also has its own characteristics, due to its new social role. He strives to clearly define his rights and obligations and expects the trust of his elders in his new skills. It is very important that the child knows: I can and can do this and that, but this is what I can do and do best.
The ability to do something better than anyone else is fundamentally important for younger students. Out-of-school and out-of-class work can provide a great opportunity for realizing this need of age. The child's need for attention, respect, empathy is basic at this age. It is important that every child feels their value and uniqueness. And academic performance here is no longer a determining criterion, since gradually children begin to see and appreciate in themselves and other qualities that are not directly related to learning. The task of adults is to help each child to realize their potential, to reveal the value of the skills of each and for other children.
Educational activity becomes the leading activity in primary school age. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.
The main neoplasms of primary school age are:
· a qualitatively new level of voluntary regulation of behavior and activity · reflection, analysis, internal action plan · development of a new cognitive attitude to reality · peer group orientation 2.Formation of communication skills by younger students in extracurricular activities Extracurricular activities are an important, integral part of the process of education of children of primary school age. This is the activity of children shown outside the lessons, mainly due to their interests and needs, which ensures the development, upbringing and socialization of the younger student. The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in academic plan 1-4 grades, but also a new look at educational outcomes. Extracurricular activities are part of basic education, which is aimed at helping the teacher and the child in mastering a new type of educational activity, to form learning motivation, extracurricular activities contribute to the expansion educational space, creates additional conditions for the development of students, a network is being built that provides children with support, support at the stages of adaptation, the ability to consciously apply basic knowledge in situations other than educational ones. Revealing the content and structure of communicative skills, one should pay attention to the essential and distinctive features that characterize the concepts of "skills" and "skills". An elementary skill is an action that is formed consciously on the basis of knowledge. The structure of the action is not varied by the subject. The action is not sufficiently worked out, it is performed slowly. As a result of repetition, this action can be brought to a skill. A skill is an action that is performed by the subject quickly, easily, confidently, out of habit, without hesitation. It is carried out in the absence or minimal expenditure of mental, volitional efforts. A complex skill is an action that includes elementary skills, skills; general structure actions vary. This action is not associated with the acquisition of the properties of a skill, it is improved towards mastery, creativity. Communication skills are the conscious communicative actions of students (based on knowledge structural components skills and communicative activity) and their ability to correctly build their behavior, manage it in accordance with the tasks of communication. Communication skills by their structure are complex skills. high level; they include the simplest (elementary) skills. According to their content, communicative skills combine information-communicative, regulatory-communicative and affective-communicative groups of skills. Existing experience of using gaming techniques in domestic and foreign school proves that it is advisable to form communication skills in the process of extracurricular activities, and in particular role-playing games as the most accurate and accessible model of communication for younger students. The basis of such a game is the process of role-playing communication of students in accordance with the roles distributed between them and the presence of a communicative game situation that combines game material. The group of information and communication skills consists of the skills: engage in the process of communication (express a request, greeting, congratulation, invitation, polite address); navigate partners and communication situations (start talking with a friend and a stranger; observe the rules of the culture of communication in relations with friends, teacher, adults; understand the situation in which partners are placed, intentions, motives for communication); correlate the means of verbal and non-verbal communication (use words and signs of politeness; emotionally and meaningfully express their thoughts using gestures, facial expressions, symbols; use drawings, tables, diagrams, group the material contained in them. The group of regulatory and communicative skills consists of the following skills: coordinate their actions, opinions, attitudes with the needs of communication mates (implementation of self- and mutual control of educational and labor activities, substantiation of jointly performed tasks and operations in a certain logical sequence, determination of the order and rational ways performing joint training tasks); trust, help and support those with whom you communicate (help those who need help, give in, be honest, do not evade answers, communicate your intentions, give advice and trust the advice of others, trust both the information received and your comrade communication, adults, teacher); apply individual skills in solving joint problems (use speech, mathematical symbols, music, movement, graphic information to complete tasks with a common goal, to record and formalize the results of their observations, purposeful use of fiction, popular science, reference literature, a dictionary in a textbook) ; evaluate the results of joint communication (critically evaluate yourself and others, take into account the personal contribution of each to communication, make the right decisions, express agreement (disagreement), approval (disapproval), assess the compliance of verbal behavior with non-verbal). The group of affective-communicative skills is based on the ability to share one's feelings, interests, mood with communication partners; show sensitivity, responsiveness, empathy, care for communication partners; evaluate each other's emotional behavior. The development of communication skills in the course of role-playing communication of students is carried out by the teacher in stages and is as follows: revealing to students the importance of communicative skills; familiarization of students with the content and structure of skills in the distribution of roles; the inclusion of students in the implementation of joint game tasks to master communication skills; improvement of the communicative skills acquired by schoolchildren in their creative activity. Let us give an example of the gradual development of such a complex communicative skill as the ability to listen carefully to the interlocutor. The following handout may be suggested to help the teacher. Explain to younger students the need to master the ability to listen carefully to the interlocutor, politely answer questions. Clearly state the rules to be followed. For example: "The best interlocutor is not the one who knows how to speak well, but the one who knows how to listen carefully"; "People will only listen to you after you have listened to them." Show with examples how actions are performed to master this skill. For example: ) during a conversation with an interlocutor, do not think about something of your own, otherwise you will miss something important from the story; ) try to understand the essence of the conversation, and not hear only what you want; ) do not try to seem smarter than your communication partner, listen to everything he wants to say; ) show the greatest attention when talking with people close to you, since emancipation in communicating with loved ones entails inattention towards them; ) learn not only to listen, but also to hear. Do not try to develop several skills or personality traits at once. Determine what qualities are organically combined with each other - for example, the ability to listen carefully to the interlocutor and politely respond to questions; correlate their actions, opinions, habits with the interests of communication partners; express agreement (disagreement), approval (disapproval). 2.1 Diagnosis of younger students to determine communication skills In a small set (2-3) class, we carried out diagnostics to determine communication skills. We worked according to the methodology of the American psychologist J. Moreno, which is designed to assess interpersonal relationships: likes and dislikes, attractiveness and preference. Consider this technique in relation to the children's team. The children were asked to list classmates with whom each of them would like to communicate and cooperate in various activities. For example: Which classmate would you invite to your birthday party? To which classmate do you want to say kind words? Which classmate would you like to shake hands with? The children were asked to choose no more than three classmates. We wrote their names in the nominative case. The results are presented in the form of matrices (tables), which were compiled together with the class teacher. A separate matrix was compiled for each question. The first column of the matrix contains the names of the guys who choose. The first row of the matrix contains the names of those who are chosen. In both cases, the names are listed in the same order. The number 1 is placed in the column of the student who was chosen first, the number 2 - in the column of the one who was chosen second, 3 - the third. In summary rows and columns: BC - the number of choices made by this person; VP - the sum of the choices received by a given person (i.e., how many people chose him); BB - the number of mutual, coinciding elections. The sum of the choices received by each child (VP) is a measure of his position in the class. If the student received the most choices, he is considered to be a "star". If you get an average number of choices - to the preferred ones. If less than the average number of choices - to neglected. If you have not received a single choice - to the isolated ones. The satisfaction of the child with his own position in the class is determined by the coefficient: BB (number of mutual elections). BC (number of choices made by this person) So, if the number of BB is 0, and the number of choices made by a person is 3 and K = 0/3 = 0, then it should be assumed that he may have problems in interpersonal relationships. The average level of well-being of relationships (RWM) in the class is fixed in the case of approximate equality: “stars” + preferred = = neglected + isolated. The low level of well-being in the class is evidenced by the predominance of people with low status. If “stars” + preferred > neglected + isolated, then this indicates a high WLW, which is characterized by fairly stable, even, friendly relations in the team. F.I.O. The symbol "X" means that this field is not to be filled. When summing up the obtained values of VP, BB, BC, we see that the class has a low level of well-being. Children are at an intermediate stage between the transition from primary school age to adolescence, where the central neoplasm becomes the self-determination of the student. This is, first of all, the need for communication and possession of ways to build it. It is very important that communication skills are formed at primary school age, and for this it is necessary to identify and eliminate the causes that cause difficulties for children of primary school age to establish contact in the process of communication. We decided to take a closer look at the guys during collective games, creative activities, free time. Our observations added to the existing picture and prompted which of the children needed help and in what way. To prevent children from guessing about the ongoing study, we conducted sociometric studies in the form of a game - we offered an entertaining and educational event "Secrets of Communication" (Appendix No. 1) In addition to the game "Secrets of Communication", a developmental role-playing game“Planet of true friends” (Appendix No. 2), conversations on the topic “Can we negotiate?”, drawing competition “My friendly class”, competition between boys for the holiday on February 23rd, competition “Ay yes, girls!” (March 8) and a number of other activities to unite children in the classroom. After that, a re-diagnosis was carried out. As a result, we have such a table. F.I.O. When summed again, we got the average level of well-being in the class. In the course of the study, it was found that, in general, the emotional background in the classroom is positive, the most common mental states are friendliness, goodwill, joy, daydreaming, fantasizing. Children are focused on communication in a team, communicative interaction with each other. 2.2 The activities of the primary school teacher in the formation of communication skills in younger students If the class teacher wants to understand the position of each child in various areas of communication: in the family, at school, in the extracurricular environment; to correct relations between children, then he needs to own a communicative culture, which includes the ability to objectively perceive the people around him, developed reflection (introspection), and fluency in speech. All work class teacher on the formation of a culture of communication in children will not give positive results if it is carried out without observing the norms of morality in relationships. The problem of morality should permeate all areas of the teacher's activity. The formation and development of the child's personality on the foundation of universal human values is the basis of the teacher's creativity. BUT) Individual work class teacher First of all, the class teacher should study the children, their relationships, problems in communication. To do this, during conversations with parents, it is necessary to understand what are the features of the environment in which the child is brought up, what is the dominant style of parental relationships with him, what is the position of the child in the family, what are the hereditary character traits. The class teacher conducts testing and sociometric research that reveals the relationship of children in the class, in particular the relationship of boys and girls, "leaders" and "outcasts" of the class. Studying the individual traits of the child's character, observing him in various life situations, the class teacher seeks to understand the student, identify his problems and help solve them, because the unfavorable position of the child can lead to the appearance of mental complexes, contribute to the emergence of psychological breakdowns, which endangers his health, and hence his development. Having studied the features of the child's communication, the class teacher must very tactfully help him in resolving communication problems, create conditions for correcting the student's relations with classmates, adults, and create conditions for self-affirmation in the team. If you want to be successful, you don't have to moralize; try to explain the consequences of the act, show how it will affect people close to the child and on himself. Confidential conversations help the student gain self-confidence, show that he has a chance to correct negative traits. B) Working with a class team The activity of the class teacher in the field of communication with the class aims to form in children communicative culture to create a favorable psychological climate in the classroom. To do this, it is advisable to develop a Communication Program, which can include: collective creative activities (extracurricular activities) development of speech, planning of collective holidays. conversations and discussions; Exercises for the development of communication skills in younger students, trainings C) Participation in school-wide affairs and work in the microdistrict The class teacher should not limit the communication of children only to the framework of their class. This can lead to the emergence of group selfishness. Therefore, friendship, rivalry with a parallel, senior or junior class, participation in school-wide affairs, in various sections, holidays, campaigns, labor landings, planting greenery in the school, participation in district holidays help children expand the scope of communication, meet new people, feel like part of a big peace. Forming the communication skills of younger students, the teacher should follow the following rules: - to teach children to correctly distribute roles in joint activities and fulfill their duties; ) to be leaders in social activities; ) observe the established rules of joint work, be good performers; ) learn to communicate with each other, establish and maintain good relationships; ) create emotionally favorable conditions in the children's team; - to teach each child to be independent in a group or team, to pursue their own goals, without prejudice to the interests of others; 7) conduct a discussion correctly, express one's own opinion and listen to the opinion of others, prove one's position and recognize the correctness of the positions of others; ) to teach to resolve conflicts in the sphere of interpersonal relations. The task of the teacher is to guide students to a collective creative activity through the organization of cooperation. Only in joint activities in the process of solving a problem and clash of opinions there is a real opportunity to form communication skills. Interaction between students is the basis for the successful development of the classroom team. By building a system of activities at each stage of the program, an arsenal of content, technologies, techniques and forms is implemented. 3. plan-outline of an extracurricular activity aimed at developing the communication skills of younger students Topic: "The influence of outdoor games on the positive emotional state of students" Venue: school gym The purpose of the lesson: to give students the knowledge and practical skills necessary to master the vital motor actions by means of the skills and knowledge of folk outdoor games. Lesson objectives: Personal competencies: Formation of a respectful attitude to the history and culture of their people by means of learning the history of folk outdoor games; Development of ethical qualities, goodwill and emotional and moral responsiveness when participating in folk outdoor games; Development of cooperation skills with peers in game situations. Meta-subject competencies: Mastering the ability to accept the goal and objectives of gaming activity; Exercise mutual control and observe the rules of conduct during the games; Determine effective ways to achieve a positive result in the game. Subject competencies: Formation of ideas about the importance of outdoor games in strengthening human health; Mastering the skills to organize health-saving life activities through outdoor games; Interaction with peers according to the rules of outdoor games and competitions. Planned results: Use outdoor games as a means of improving health; Organize and conduct outdoor games and elementary competitions with peers; Learns to provide moral support to peers when performing game tasks. Part of the lesson Contents Dosage Organizational and methodological instructions I Introductory part 10 min Organization of the lesson Preparatory block: Construction, communication of the tasks of the lesson, leading to understanding and acceptance of the goal of the lesson. Motivational block. Survey of students on the knowledge of the history of the emergence and development of folk outdoor games: Folk outdoor games have existed for a long time, and not only children, but also adults played them! And all because the games brought up strength, dexterity, endurance, courage. These qualities helped people get food and protect their hearth. And why do we need folk outdoor games in the modern world? Why do we need to know and play folk outdoor games? Theory knowledge. When did folk outdoor games arise? Organizational block: An exercise in attention. 2. The game "Giants and Dwarfs" 3. Consolidation and improvement of exercise skills with varieties of walking and running at a slow even pace. 4. Students carry out outdoor switchgear with flags. Posture check. Feelings survey. Students organize and conduct their own warm-up. IIMain part. Games of the choice of children. 30 min. Students organize and conduct outdoor games together with their peers. Games for the development of speed: 1. Game "Calling numbers" 2. Game "Wolf in the ditch" Rules of conduct during the game: Play honestly, by the rules. Support your comrades. Game for the development of strength: 1. The game "Frying pan" Do not humiliate opponents. Games for the development of dexterity 1. The game "Net" 2. The game "Geese - swans" Defend your rights not with shouts and fists, but calmly, patiently. Games to develop a positive emotional mood of students: 1. "Choose a friend" Students become in a circle, facing the center. Task: without movements of the hands, without words and gestures, only with the eyes, find a mate with a look, “agree” and, on a signal, change places. 2. "Tree of Friendship" But the farewell game... It's time to finish the game... Call, game, all our friends, It's more fun to play with friends! Everyone joins hands. One student is a "tree". He stands still, and the teacher from the other side leads all the students in a circle, gradually spinning the students around the “tree”. Thus, having grown a large "Tree of Friendship" Lost - do not cry. Be persistent, and next time you will definitely win. If you win, don't be conceited. In the process of this game, the technique of movement and initial communication skills are formed. Interacting with peers and the teacher to form friendship skills. III Final part 5 min. ) 2. Reflection. 3. Relaxation Game "Snowman" Homework: Learn an outdoor game. What conclusions can we draw? By playing outdoor games, do you develop your physical activity or not? By developing physical activity, do you keep your health or not? CONCLUSION So, in our work, we examined issues related to the formation of communication skills by younger students in extracurricular activities; considered methods, forms and means for the formation of communication skills; conducted an analysis of diagnostics in a small grade 2-3. The purpose of our coursework was: the formation of knowledge, skills and abilities of cultural communication and norms of behavior in various life situations. One of the most important tasks of education in the modern world is the development of students' communication skills, effective interaction and cooperation. The focus should be on the formation in children of a benevolent attitude towards people, emotional acceptance of them, readiness to discuss problem situations and the ability to find constructive solutions. Therefore, a special role in this process is assigned to the period of education in elementary school. At this life stage, interaction begins to take shape between children who come from different families, with different life experiences and experience in communicative activity. After all, it is the primary school age that is the most favorable time for activating the inner capabilities of the individual in the process of spiritual development. Most children with learning and behavioral difficulties are characterized by frequent conflicts with others and aggressiveness. Such children do not want and do not know how to admit their guilt, they are dominated by protective forms of behavior, they are not able to constructively resolve conflicts. In working with younger students, we preferred the group form of conducting classes. This age is a very favorable time to start similar work. In the classroom, students not only gain knowledge of how to communicate, but also practice the application of various behaviors, master the skills effective communication. We place a lot of emphasis on discussion in class. various situations, group discussions, role playing, creative self-expression, self-examination and group testing. In the classroom, we used: fairy tale therapy, art activities, role-playing and outdoor games, conversations, developing exercises or games, modeling and analysis of situations. These classes allow to show and form the best human qualities of younger students: mutual assistance, openness to new experience, communication skills, the ability to make constructive decisions, non-conflict. They will help children understand that a moral attitude to life is the basis of development. human society and happy human life. LIST OF USED SOURCES 1. Anikeeva N.P. Teacher about the psychological climate in the team. -M., 1988. Baranov S.P., Bolotina L.R. etc. Pedagogy M .: Education, Belopolskaya N.G. Psychological research motives of educational activity in children. - M., 1999. Vasilyeva-Gangus L. "ABC of politeness", M., 1984; Venetskaya A.B. The regional component and the formation of a culture of communication among younger students // Primary school plus before and after / / No. 2 - 2007. Gin S. I. Prokopenko I. E. “The first days of a child at school”, Moscow, 2000. 7. Derekleeva N. I. Handbook of the class teacher. Moscow, 2008. Lavrentieva L.I. "School and moral education of the individual", "Head teacher of elementary school", No. 5, 2004. Lvov M.R. A culture of speech. //Primary school// No. 1 - 2002. Pedagogical encyclopedia in 4 volumes M.; 1965 Pedagogy. Textbook for students. ped. universities and ped. colleges / ed. P.I. piddly. - M: Pedagogical Society of Russia, 2004.- 608 p. Podlasy I.P. pedagogy: in 3 books; book 3.: theory and technology of education: textbook. for university students studying in the areas of training. and specialties in about. "Education and Pedagogy" / I. P. Podlasy - 2nd edition corrected. and additional - M: VLADOS, 2007 Savova M.R. Improving the culture of speech as a factor in the development of personality. Primary school // No. 6 - 2008. Slastenin V.A. Pedagogy: textbook. allowance for students. higher textbook institutions._ M .: Academy, 2007.- 576 p. Sorokoumova E.A. Communication lessons in elementary school. - M: ARKTI, 2007. Franz Hoffmann The wisdom of education. Pedagogy. Pedagogy (essays on the development of pedagogical theory) M.: Pedagogy, 1979. Yudina N.A. "Towards." The program of education of the communicative culture of schoolchildren // Class teacher// No. 3 - 2007. I am in the human world. / Ed. B.P. Bitinas. M., 1997. Attachment 1 Scenario of an extracurricular event for students in grades 2-3 on the topic "Secrets of communication" Goals: establishing mutual understanding when communicating with peers; organize communication between students; cultivate a sense of friendship, cordiality, kindness; to cultivate a sense of unity of all students in the class, the importance of each for a common cause. Equipment: computer, projector, multimedia presentation, phonograms of the songs "Smile" and "Blue Wagon". move class hour. 1.Dear girls and boys, let's smile at each other and sing the song "Smile" in a good mood. Thanks, have a seat. Children with a teacher stand in a circle (1 verse + chorus). Chairs are arranged in a circle. Today we continue our journey through the wonderful Land of Communication. And we will hit the road on our familiar train Shustrik. But for it to work, we need to remember the secrets that help the inhabitants of the Country to be friends. So, let's say together the first secret of communication. Call a friend by his first name and he will call you the same! The inhabitants of the Country know their friends by name and will always find kind words for them. The game. We pass a kind word "in a circle." Call your neighbor sitting next to him by name and, touching his palm with his palm, you need to say kind, pleasant words to him (for example, “Sveta, how good it is that we met today.”) Well done, children, calling your neighbor by name, you were able to say good kind words to him. Let's remember the second secret of communication. Know how to listen carefully to another, and you will learn a lot. Test yourself how careful you are. The game "Four Elements". The four elements are water, air, fire and earth. On the command "earth2" - lower your hands down, on the command "air" - raise your hands up, on the command "water" - stretch your arms forward and make swimming movements with them, on the command "fire" - rotate your hands (hands to the sides). And here Shustrik starts his motors, rather we get into the wagons and go to the Land of Communication. Children stand one after another like a "train" and, to the music of the "Blue Car", follow the teacher around the classroom. .Attention. Creeble-crable-booms. We are residents of the Land of Communication, people here can communicate with the help of facial expressions, gestures, and speech. Let's perform mimic gymnastics, "grimacing": · be surprised (wrinkle forehead, raise eyebrows) · get angry (move eyebrows, frown) · feign indifference (relax facial muscles) · get scared (open eyes and mouth wide, tense up) · rejoice Great guys, you are real artists. We can convey our mood not only with the help of facial expressions, but also with gestures. Exercise "Key". Imagine that you have lost the key to the apartment, very upset. Your actions? Who wants to show? Choose one child. Expression of grief on the face, gestures to show how they are looking for the key. But here is the key! An expression of joy. Guys, do you believe that he is happy? Now imagine such a situation. You are alone at home, played all the games, read a book, watched TV. You are bored, sad... They fulfill everything. Expression of sadness. But then my mother came home from work. Exercise "Princess-Nesmeyana". (Katya) Nassarevna-Nesmeyana (depict her). She is sad, crying, nothing can cheer her up. And all of you - good fellows and red-maidens with the help of facial expressions, gestures and words, try to cheer her up, talking about how good she is. Shustrik puffs. It's time to continue the journey. We got up. Go. Just like a "train" to the music Listen to a short story by Oseeva "Just an old woman." A boy and a girl were walking down the street. And ahead of them was an old woman. It was very slippery, the old woman slipped and fell. Hold my books! - the boy shouted, handed the girl his bag and rushed to the aid of the old woman. When he returned, the girl asked him: Is this your grandmother? No, the boy replied. Mother? - the girlfriend was surprised. Well, aunt or friend? Issues for discussion: · Who do you like in the story and why? · Can we say that he did a good deed? · What is a good deed? · Why did the boy do this? · How would each of you behave in such a situation? Do you think it is correct to say: Treat others as you would like to be treated. This is the third secret of communication. Who can repeat? Together. Exercise "Chair". I invite two girls to my place. And all carefully observe what will happen now. Please sit down. Depending on how the children get out of the situation, you can ask questions: (To the one who was left without a place.) How do you feel? And how do you feel? Who would like to show differently? And now I invite a girl and a boy We continue our journey. Same way locomotive to the music You and I found ourselves near a mountain gorge. Exercise "On a narrow path." Two children are walking narrow path towards each other. Mountain on one side, abyss on the other. How can one pass on this narrow path? Invite two boys to act out the situation. Exercise "Puddle". Imagine such a situation. It has been raining heavily. The little girl was left alone in the middle of a large puddle. She couldn't get out on her own. Help her! I'll ask you to play the role of a girl What communication secret did you learn today? Application No. 2 Developing role-playing game in 2-3 grades. Scenario "Planet of True Friends" Equipment. Drawn posters or a decorated blackboard: “Good is not a science, it is an action” (R. Rolland), “Know thyself” (an inscription on the Delphic temple). The word "Education" is written on the blackboard, covered with a sheet of paper. Invited. Parents of students, a school psychologist, a social worker or a senior counselor can act as guests. Among those invited, there may be a leader, and the class teacher in this case will play the role of a teacher-organizer. Preliminary work. A few days before the class hour, students can be invited to form several microgroups, i.e. "Communities of the inhabitants of the planet." Microgroups are formed according to the “Parade of planets” principle: name, population, relationship rules, events, conflict resolution Game situation "Learning to communicate" Teacher: Guys, in order to understand the topic of our class hour, listen to the comic situation that Tatyana Martynova told. Three students come out and read poetry. Y student: Masha, Glasha and Natasha The three of us walked down the street Nick and Sasha meet them: Nick and Sasha And Artem! 2nd student: Sasha Masha got scared Climb a tree, yell! Glasha is not afraid of Nick, It's just sitting there. Y student: Nick is shaking - he won't be saved... Masha - jumped onto the pole. And Natasha from the well - Where is Artem? Where is Artem? Y student: But Artyom is under the bench It's hard to lie in the dust. And the gardener dust from the watering can Began to water inappropriately. Y student: As Artemka laughed, This is where everyone's fear is gone. They began to jump like hares, Under cheerful loud laughter! Based on the poem by T. Martynova “How can we make friends?” Teacher: Guess? That's right, about mutual understanding, about the art of being friends and understanding each other, so as not to be afraid of your comrades, as in this comic poem. The ability to be friends is a whole art, which can be comprehended only by getting to the "Planet of Friends". Are you ready to make an unusual journey to this mysterious land of mutual understanding? Then, attention, we invite you to take part in the game "Planet of Friends". (Two presenters come out and help the teacher lead the game program) Leading: So, the game situation is as follows: there are many uninhabited planets, stars where you can settle. You have created teams, you have chosen who you will live with. Let's start with an activator exercise. You need to understand and feel each other well. Join hands, shake hands... And now complete the first task: come up with the name and population of the planet. (Each team represents the name and population of their "planet") Host: My task is to give you the opportunity to prove that you are worthy representatives of your planets. But first determine the rules of relationships on your planet, allowing all its inhabitants to be friends. These rules are for you. help complete the task. (Each team names the rules of relationships on their planet) (Team members talk about the most striking events that happened on their planet) Anchor leader: And here is the event on the planet Earth. But before I tell you about it, do the fourth task: formulate the basic rules for resolving conflicts on your planet. (Each team names these rules) Leading presenter: And now I will tell about the event that happened on planet Earth (students listen to the story of O. Tikhomirov “What if?”). “It has been raining since morning. Alyoshka jumped over the puddles and walked quickly, quickly. No, he wasn't late for school at all. He just noticed Tanya Shibanova's blue cap from a distance. You can't run: you're out of breath. And she might think that he was running after her all the way. Nothing, he will catch up with her anyway. He will catch up and say ... But what to say? We've been arguing for over a week. Or maybe take it and say: “Tanya, let’s go to the cinema today?” Or maybe give her a smooth black stone, which he brought from the sea? .. What if Tanya says: “Take away, Vertisheev, your cobblestone. What do I need it for?!” Alyosha was about to slow down his pace, but, glancing at the blue cap, he hurried again. Tanya walked calmly and listened to the wheels of cars rustling along the wet pavement. So she looked back and saw Alyoshka, who was just jumping over a puddle. She walked slowly, but did not look back. It would be nice if he caught up with her near that front garden. They would go together, and Tanya would ask: “Do you know, Alyosha, why some maples have red leaves, while others have yellow ones?” Alyoshka will look, look, and... Or maybe he won't look at all, but will only mutter: “Read books, Shiba. Then you will know everything." After all, they quarreled ... Around the corner of the big house was a school, and Tanya thought that Alyoshka, perhaps, would not have time to catch up with her. Need to stop. But you can’t just stand up like that, in the middle of the sidewalk. AT big house There was a jackets and trousers store. Tanya went to the window and began to look at the mannequins. Alyoshka came up and stood beside him... Tanya looked at him and smiled a little... "Now she'll say something," Alyoshka thought, and, in order to get ahead of Tanya, he said: Ah, it's you, Shiba... Hello... Hello, Vertisheev, - she threw. Host: What advice would you give to the characters in this story? Game groups after discussion offer their advice. Teacher: Guys, now you are convinced how important it is to be able to communicate? In the technique of communication, it is important to learn to recognize the language of gestures, the individual features of facial expressions, how to read people, tuning in to the communicative wave. How to do it? Here are some simple rules: Radiate positive emotions (a cheerful, cheerful, cheerful, positively calm person always attracts). Smile at the person and try to keep the smile genuine. Demonstrate attention and interest in the person as a person. Call him by his first name and whatever he wants. You need to be able to listen and be able to distribute the initiative in a conversation. Compliments. Keep up the topics of conversation that the person himself has suggested. Teacher: Tell me, can this communication technique be used on Earth? What about the rules that exist on your planets? Let's think about why the proposed patterns of life are not always achieved on Earth? (Student answers) And now write, please, a rule, a thought, a statement that you would like to transfer to the planet Earth, which can otherwise be called the "Planet of Friends", because if you use these rules, you will have a lot of friends. So, the task: formulate a few rules for the "planet" of our class. Game groups and individual students name the rules that must be observed in the communication and interaction of classmates. Teacher: People have put together many proverbs and sayings about the art of communication. Here listen folk wisdom, proverbs and sayings and explain their meaning: A horse is recognized in riding, and a person in communication. Learn politeness from the uneducated. One good word is better than a thousand bad words. Remember good, but forget evil. It is good to live well. Hurry to do good. A good deed does not sink in water. Good deed is strong. Do not repent of a good deed. Good and good in a dream. Take it together - it will not be heavy. In a harmonious herd, the wolf is not terrible. Suddenly you won't be a friend. All for one, one for all. Where there is harmony, there is treasure. Absolutely stupid, who does not know anyone. For a friend, even seven miles is not a suburb. Save a friend, and teach yourself. What kind of friendship you make, such is your life. (Students explain the meaning of proverbs and sayings) Teacher: And now, guys, it's time to find out what the word is written on the blackboard? I will tell you, and whoever guesses first will receive a symbolic prize. (The teacher reads out the definitions of a given word, and the students must guess the word after each definition) So: This word characterizes good man able to communicate in society. This person will never enter public transport without letting an elderly person go ahead. This man will not yell across the street to his comrade. This word is suitable for a sociable person who is never rude and behaves correctly during meals, in public transport interacting with peers and elders. (Good manners) 3. Crossword about friendship Teacher: And before we complete our journey to the "Planet of Friends", I suggest you solve a small crossword puzzle. Be careful, if you correctly guess all the words horizontally, then in the first vertical column you will find the key word of our journey. So... Tasks for words horizontally: It makes a person softer and more responsive. (Kindness) It helps us make smart decisions and think. (Intelligence) It often manifests itself in older people. (Respect) Without it, no work can be done or lessons learned. (A wish) It helps us to store things, school furniture for a long time. (Thrift) It helps us always look clean and tidy. (Accuracy) (The key word in the first vertical column is "friendship"), The teacher encourages the distinguished children. Teacher: So that we all remember that on our school “planet” we need to live together, be educated and respectful of each other, I suggest you sing a fun song that will help unite our friendly class team even more. All the guys sing "Song of Friends" to the verses of Sergei Mikhalkov. Application No. 3 Exercises - trainings Object of attention Each child is invited to choose an object of attention, which you need to watch imperceptibly. The observer must remember: the mood of your object; the sequence of actions of the object; guess who the object is watching. See how he does it and disguises surveillance. You have 5 minutes to observe. Children disperse around the room, they are given complete freedom of action. After that, the children sit in a circle. They talk about their impressions: who noticed the observers, reproduce the actions of their object, etc. As a result of this training, attention develops, it is possible to trace the preferences of children when choosing a partner in communication (he will choose the one who is interesting as an object), etc. Choose a partner Children are invited to choose a partner for themselves and let him know that they chose him, but in such a way that no one else would guess about it. It is recommended to build a conversation with the help of the eyes. Children look for the eyes of another, learn to communicate with the help of the eyes. And mostly not by eye movement, but by a change in their expression. Children learn to convey information through these non-verbal communication techniques. After the children share their impressions and experiences. Formation of non-verbal communication skills. Group story. Everyone is sitting in a circle. Each says from one to five phrases to make an intriguing story. A fairy tale is being written. If the exercise is successful, then half of the group composes a story, and the other half plays it, acting out the actions of the story in wordless roles along the way. An exercise in team building, developing the ability to listen to others, build your actions in accordance with their behavior. Compliment A compliment is kind pleasant words, praise, flattering feedback, approval of appearance, deeds, character, actions. Kind attitude towards a person, seeing the best in him. Children are encouraged to give at least three compliments a day and try not to lose sight of the compliments they receive themselves. The best response to a compliment is an expression of one's own positive feelings. Exercise for the development of such qualities as goodwill, politeness, attentiveness; the formation of the significance for the child of the opinions of others, etc.
Our class has come to an end. Did you like it? You good mood? Let's show our mood with the help of facial expressions (smile), with the help of gestures we thank each other for the work (applause) and say “thank you” together. Now we sit in the wagons and go home. To the music of "Blue Wagon".
A junior student is a person who actively masters communication skills. During this period, there is an active establishment of friendly contacts. Acquiring the skills of social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage.
Primary school age (from 6-7 to 9-10 years old) is determined by an important circumstance in a child's life - admission to school.
A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Relatives, adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. (A.A. (Radugina, Psychology and Pedagogy, M. Pedagog, 2004)
By the end of preschool age, the child is, in a certain sense, a person. He is aware of what place he occupies among people, and what place he will have to take in the near future. In a word, he discovers a new place for himself in the social space of human relations. By this time, he has already achieved a lot in interpersonal relations: he is oriented in family and kinship relationships and knows how to take the place he wants and corresponds to his social status among relatives and friends. He knows how to build relationships with adults and peers. He already understands that the assessment of his actions and motives is determined not so much by his own attitude towards himself, but, first of all, by how his actions look in the eyes of the people around him.
During preschool childhood, in the vicissitudes of relationships with adults and peers, the child learns to reflect on other people. At school, in the new conditions of life, these acquired reflective abilities render the child a good service in solving problem situations in relations with the teacher and classmates.
The new social situation introduces the child into a strictly normalized world of relations and requires him to be organized arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of learning skills, as well as for mental development. Thus, the new social situation tightens the living conditions of a child who enters school, and mental tension increases. This affects not only the physical health, but also the behavior of the child.
A preschool child lives in the conditions of his family, where the demands addressed to him consciously or unconsciously correlate with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.
Another thing is the school. A lot of people come to the class and the teacher has to work with everyone. This determines the strict requirements on the part of the teacher and increases the mental tension of the child. Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. At school, the standardization of the child's living conditions takes place, as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, pronounced lethargy. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. The child will have to overcome the trials that have piled on him.
In the early school years, children gradually move away from their parents, although they still need guidance from adults. Relationships with parents, family structure, and relationships between parents have a major influence on schoolchildren, but the expansion of contacts with the external social environment leads to the fact that other adults have an ever stronger influence on them.
The communication of a younger student with other people outside the school also has its own characteristics, due to its new social role. He strives to clearly define his rights and obligations and expects the trust of his elders in his new skills. It is very important that the child knows: I can and can do this and that, but this is what I can do and do best.
The ability to do something better than anyone else is fundamentally important for younger students. Out-of-school and out-of-class work can provide a great opportunity for realizing this need of age. The child's need for attention, respect, empathy is basic at this age. It is important that every child feels their value and uniqueness. And academic performance here is no longer a determining criterion, since gradually children begin to see and appreciate in themselves and other qualities that are not directly related to learning. The task of adults is to help each child to realize their potential, to reveal the value of the skills of each and for other children.
Educational activity becomes the leading activity in primary school age. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.
The main neoplasms of primary school age are:
Qualitatively new level of arbitrary regulation of behavior and activity
Reflection, analysis, internal plan of action
development of a new cognitive attitude to reality
Peer group orientation
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Bashantinsky College. F.G. Popova (branch)
Federal State Budgetary Educational Institution of Higher Professional Education
"Kalmyk State University"
Course work
Formation of communication skills in extracurricular activities
3rd year student of correspondence course
specialties 050146 52
"Teaching in Primary School"
E.V. Trusovoy
Supervisor
B.A. Buvenova
Gorodovikovsk 2015
INTRODUCTION
Communication is the most important social need, without which the formation of personality slows down and sometimes stops. Since man is a biosocial being, he constantly feels the need to communicate with other people, which determines communication as a necessary condition for life.
From the point of view of psychology (for example, A.A. Leontiev), communication is understood as the process of establishing the maintenance of a purposeful, direct or indirect contact between people, one way or another connected with each other psychologically. The implementation of this contact allows either to change the course of joint activities by coordinating "individual" activities according to certain parameters, or, conversely, the division of functions (socially oriented communication), or to carry out a targeted impact on the formation or change of an individual in the process of collective or "individual ", but socially mediated activity (personally oriented communication). A simpler definition is given by M.I. Lisina: communication is the interaction of 2 or more people aimed at coordinating and combining efforts in order to build relationships and achieve a common result.
As with any object of scientific study, communication has a number of inherent properties. Among them:
Communication is a mutually directed action;
It implies the activity of each of its participants;
Its participants expect to receive a response / response from a communication partner;
Each of the participants in this process acts as an individual
The main functions of communication are:
Organization of joint activities of people (coordination and unification of efforts to achieve them);
Formation and development of interpersonal relationships;
People knowing each other.
Communication is a necessary condition for the formation of personality, its consciousness and self-awareness.
Currently, psychologists, educators and sociologists note a deterioration in the attitude of children to direct interpersonal communication with the advent and expansion of social networks. Computer communication creates the illusion of friendly relations, the child feels emancipation, and some irresponsibility in communication.
The younger school age is associated with the entry into the learning process as the most systematized form of communication, with educational activity as the leading one in this period, there is a transition from visual-figurative thinking to abstract, to the ability to build reasoning, draw conclusions. When a child enters school, there are also changes in his relationship with other people. Significantly increases the time allotted for communication. Most of the day children spend in contact with the people around them: peers, teachers and other people. The content of communication changes, it does not include topics related to the game, business communication prevails. In the first grades, students communicate more with the teacher, showing the greatest interest in him than in their peers, since the teacher is an authority for them, but by grades III-IV everything changes. The teacher becomes a less significant and authoritative person for children, they have a growing interest in communicating with peers, which gradually increases towards middle and senior school age. With external changes in the nature of communication, internal ones also occur, which are expressed in a change in the topics and motives of communication. If in the first grades of the school, the communication partner was determined mainly by the teacher's assessments, academic success, then by grades III-IV, other motives for interpersonal choices appear, associated with an independent assessment by the student of the personal qualities of the communication partner. The next stage in a child's life is adolescence, when communication with peers becomes the leading activity. Mastering the culture of communication at primary school age allows you to be more successful in the future. Teachers and psychologists need to control communication among younger students and, if necessary, carry out correctional and developmental work with children. As the analysis of the literature on this research problem showed, communication includes such components as:
1) the desire to make contact with others ("I want");
2) knowledge of the norms and rules of communication with others ("I know");
3) the ability to organize communication ("I can")
Therefore, the goal of the teacher is to teach children to communicate, interact with each other, develop the necessary skills and communication skills.
1. Communication, communication skills
communication student role play
Communication is the interaction of two or more people, during which they exchange a variety of information in order to harmonize and combine efforts and build relationships. Communication is not just an action, namely interaction: it is carried out with the mutual activity of the participants. Each participant in communication acts in the course of it not as a physical body or organism, but as a subject, as a person who is endowed with his own activity and his attitude towards others. Orientation to the activity of another and his attitude is the main originality of communication.
Any act, even if it has all the external signs of interaction (speech, facial expressions, gestures), cannot be considered communication if its subject is a body that is devoid of the ability to perceive or respond to mental activity. Only orientation to the attitude of the other and his activity, taking into account his actions can indicate that this act is communication.
The first criterion: communication involves attention and interest in the other, without which any interaction is impossible. A look into the eyes, attention to the words and actions of another indicate that the subject perceives the other person, that he is directed at him.
Communication is not just an indifferent perception of another person, it is always an emotional attitude towards him. The emotional coloring of the perception of the partner's influences is the second criterion of communication.
The third criterion for communication is initiative acts aimed at attracting the partner's attention to oneself. Since communication is a mutual process, a person must be sure that the partner perceives it and relates to its influences. The desire to arouse the interest of another, to draw attention to oneself is the most characteristic moment of communication.
The fourth criterion of communication is the sensitivity of a person to the attitude that a partner shows towards him. A change in activity (mood, words, actions) under the influence of the partner's attitude indicates such sensitivity.
Taken together, these criteria may indicate that this interaction is communication. However, communication is not just attention to another or an expression of attitude towards him. It always has its own content that connects. The very word "communication" speaks of community, belonging.
Such a community is always formed around some content or subject of communication. It can be a joint activity aimed at achieving a result, or a topic of conversation, or an exchange of views on an event, or just a smile in return. The main thing is that this subject of communication, this content should be common for people who have entered into communication.
Communication performs a variety of functions, among them are: the organization of joint activities, the formation and development of interpersonal relationships, emotional self-expression and people's knowledge of each other. The functions of communicative signals in the context of communication are performed by means of communication - conscious and unconscious reactions and behavioral manifestations. There are 3 main categories of means of communication: expressive-mimic, subject-effective and speech. Each category of means of communication has its own specific capabilities that determine its functions and role in communication.
Expressive-mimic means of communication are the first to appear in ontogeny: smile, laughter, expressive vocalizations, mimic movements, etc. they are expressive means of communication. Their function is that they serve as indicators of the relationship of one person to another and constitute an indispensable component of any level of development of communication. A feature of expressive-mimic means of communication is their ambiguity and amorphousness; they do not carry a certain fixed content. Expressive movements are one of the means of communication.
Object-effective means of communication appear later in ontogeny. These are no longer expressive, but pictorial means of communication. These include locomotions (approaches, postures, turns, etc.), pointing gestures, attraction and transfer of objects, actions with objects, touches, etc. Visual means express the readiness of the partner to communicate and in a peculiar form show what kind of interaction he invites. These means of communication are distinguished by a higher degree of arbitrariness than expressive ones.
The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to assimilate various kinds of knowledge and skills from others, which is of paramount importance for the entire course of mental development and for the formation of personality as a whole.
The development of communication with an adult occurs as a change in several forms of communication. Forms of communication are qualitative steps in the development of communication. Each form of communication is characterized by the following main parameters:
1) the time of occurrence and the duration of functioning as the main one;
2) the place occupied by this form of communication in the broader context of the child's life;
3) the main content of the communicative need satisfied by children in the course of communication of this form of communication;
4) the nature of the leading motives that prompt the child at this stage of development to communicate with other people;
5) the main means of communication, with the help of which, within the limits of this form of communication, the child communicates with other people. M.I. Lisina identified four forms of communication between a child and an adult:
1. situational-personal communication - genetically the first form of communication between a child and an adult. It is typical for children in the first six months of life;
2. situational business communication - the second most common form of communication between children and older partners; it is typical for young children;
3. extra-situational-cognitive communication;
4. non-situational-personal communication with an adult in the second half of preschool childhood..
The child is very sensitive to the remarks and instructions of an adult, which is a favorable condition for the upbringing, education and preparation of children for school. But the preschooler himself is gradually coming to the realization of himself as a subject of relationships.
By the age of 6-7, a child begins to experience himself as a social individual, and he has a need for a new position in life and for socially significant activities that provide this position. This neoplasm leads to a crisis of seven years of age. The child has a desire to take a significant place for the world of "adults" in life, in their activities. School education realizes this desire, however, the surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for the performance of a number of duties. The child develops an “internal position”, which will later be inherent in a person at all stages of his life path and will determine his attitude not only to himself, but also to his position in life.
At senior preschool age, communication with peers has an extra-situational-business form. The main desire of some preschoolers is the thirst for cooperation, which arises in a more developed form of play activity - in a game with rules. This form of communication contributes to the development of awareness of one's duties, actions and their consequences, the development of arbitrary volitional behavior, which is a necessary condition for subsequent educational and work activities.
By the age of 6 - 7, the senior preschooler moves on to a new type of activity - to learning. The question arises about the possibility of making such a transition in optimal forms.
The psychological readiness of the child to study at school is the sum of all his achievements over the previous periods of mental maturation.
One of the most important indicators of readiness for schooling is the formation of communication, since it is it that is a factor in the development of other indicators (a certain level of development of mental processes, the level of emotional and motivational readiness, the presence of arbitrariness, volitional behavior). So, the proposed E.E. Kravtsov's non-traditional approach to solving the actual problem of a child's psychological readiness for schooling shows that forms of cooperation with adults and peers are behind the schemes of intelligence. The author practically proved the importance of the role-playing game for the formation of skills and new forms of communication, noted the need for the existence of games with rules for the maturation of mental processes and the development of the emotional-volitional sphere of the future student.
So, at preschool age there are significant changes in the formation of the child's personality: his lifestyle, the content and forms of communication with other children change. The child begins to learn to assert his will, to realize his "I". We must be careful not to close the emerging personality. How often do we adults, with our rigid limits "not" and "should" make children dependent on someone else's opinion, not thinking that they will forever lose their own. In communicating with adults, children have psychological barriers: to answer incorrectly, to seem ridiculous, to say "not so." This is especially evident when teaching children in the classroom, when the teacher has programmed and expects a certain answer from the child.
The consequence of such communication is that the child goes into his "shell", becomes "silent", gets used to being invisible. This is how an inferiority complex develops.
Finding ways and means for self-discovery of a child, so that everyone believes in themselves, in their uniqueness, peculiarity and necessity, is not easy and not easy. To find harmony in relations between an adult and a child, to see a special charm in these relations is the main task of the educator and teacher. Probably, each of us wants to see a child happy, able to communicate with other people. The ability to communicate with peers and adults is a manifestation of communicative abilities, individual psychological characteristics of a person, which ensure the effectiveness of communication and compatibility with other people: peers, adults. Relationships with others play a huge role, and their abnormality is often an indicator of any deviations in mental development.
1.1 Features of communication of younger students
A junior student is a person who actively masters communication skills. During this period, there is an active establishment of friendly contacts. Acquiring the skills of social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage.
Primary school age (from 6-7 to 9-10 years old) is determined by an important circumstance in a child's life - admission to school.
A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Relatives, adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. (A.A. (Radugina, Psychology and Pedagogy, M. Pedagog, 2004)
By the end of preschool age, the child is, in a certain sense, a person. He is aware of what place he occupies among people, and what place he will have to take in the near future. In a word, he discovers a new place for himself in the social space of human relations. By this time, he has already achieved a lot in interpersonal relations: he is oriented in family and kinship relationships and knows how to take the place he wants and corresponds to his social status among relatives and friends. He knows how to build relationships with adults and peers. He already understands that the assessment of his actions and motives is determined not so much by his own attitude towards himself, but, first of all, by how his actions look in the eyes of the people around him.
During preschool childhood, in the vicissitudes of relationships with adults and peers, the child learns to reflect on other people. At school, in the new conditions of life, these acquired reflective abilities render the child a good service in solving problem situations in relations with the teacher and classmates.
The new social situation introduces the child into a strictly normalized world of relationships and requires him to organize arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of learning skills, as well as for mental development. Thus, the new social situation tightens the living conditions of a child who enters school, and mental tension increases. This affects not only the physical health, but also the behavior of the child.
A preschool child lives in the conditions of his family, where the demands addressed to him consciously or unconsciously correlate with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.
Another thing is the school. A lot of people come to the class and the teacher has to work with everyone. This determines the strict requirements on the part of the teacher and increases the mental tension of the child. Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. At school, the standardization of the child's living conditions takes place, as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, pronounced lethargy. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. The child will have to overcome the trials that have piled on him.
In the early school years, children gradually move away from their parents, although they still need guidance from adults. Relationships with parents, family structure, and relationships between parents have a major influence on schoolchildren, but the expansion of contacts with the external social environment leads to the fact that other adults have an ever stronger influence on them.
The communication of a younger student with other people outside the school also has its own characteristics, due to its new social role. He strives to clearly define his rights and obligations and expects the trust of his elders in his new skills. It is very important that the child knows: I can and can do this and that, but this is what I can do and do best.
The ability to do something better than anyone else is fundamentally important for younger students. Out-of-school and out-of-class work can provide a great opportunity for realizing this need of age. The child's need for attention, respect, empathy is basic at this age. It is important that every child feels their value and uniqueness. And academic performance here is no longer a determining criterion, since gradually children begin to see and appreciate in themselves and other qualities that are not directly related to learning. The task of adults is to help each child to realize their potential, to reveal the value of the skills of each and for other children.
Educational activity becomes the leading activity in primary school age. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.
The main neoplasms of primary school age are:
Qualitatively new level of arbitrary regulation of behavior and activity
Reflection, analysis, internal plan of action
development of a new cognitive attitude to reality
Peer group orientation
2. Formation of communication skills by younger students in extracurricular activities
Extracurricular activities are an important, integral part of the process of education of children of primary school age. This is the activity of children shown outside the lessons, mainly due to their interests and needs, which ensures the development, upbringing and socialization of the younger student. The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in the curriculum of grades 1-4, but also by a new look at educational results. Extracurricular activities are part of basic education, which is aimed at helping the teacher and the child in mastering a new type of educational activity, to form educational motivation, extracurricular activities contribute to the expansion of the educational space, create additional conditions for the development of students, a network is being built that provides children with support, support for stages of adaptation, the ability to consciously apply basic knowledge in situations other than training.
Revealing the content and structure of communicative skills, one should pay attention to the essential and distinctive features that characterize the concepts of "skills" and "skills". An elementary skill is an action that is formed consciously on the basis of knowledge. The structure of the action is not varied by the subject. The action is not sufficiently worked out, it is performed slowly. As a result of repetition, this action can be brought to a skill.
A skill is an action that is performed by the subject quickly, easily, confidently, out of habit, without hesitation. It is carried out in the absence or minimal expenditure of mental, volitional efforts.
A complex skill is an action that includes elementary skills, skills; the overall structure of the action varies. This action is not associated with the acquisition of the properties of a skill, it is improved towards mastery, creativity.
Communication skills are the conscious communicative actions of students (based on knowledge of the structural components of skills and communicative activity) and their ability to correctly build their behavior, manage it in accordance with the tasks of communication.
Communication skills are structurally complex high-level skills; they include the simplest (elementary) skills. According to their content, communicative skills combine information-communicative, regulatory-communicative and affective-communicative groups of skills.
The existing experience of using game methods in domestic and foreign schools proves that it is advisable to form communicative skills in the process of extracurricular activities, and in particular role-playing games as the most accurate and accessible model of communication for younger students. The basis of such a game is the process of role-playing communication of students in accordance with the roles distributed between them and the presence of a communicative game situation that combines game material.
The group of information and communication skills consists of the skills:
engage in the process of communication (express a request, greeting, congratulation, invitation, polite address);
navigate in partners and communication situations (start talking with a friend and a stranger; follow the rules of the culture of communication in relations with friends, teacher, adults; understand the situation in which partners are placed, intentions, motives for communication);
correlate the means of verbal and non-verbal communication (use words and signs of politeness; emotionally and meaningfully express their thoughts using gestures, facial expressions, symbols; use drawings, tables, diagrams, group the material contained in them.
The group of regulatory and communicative skills consists of the following skills:
- coordinate their actions, opinions, attitudes with the needs of communication mates (implementation of self- and mutual control of educational and labor activities, substantiation of jointly performed tasks and operations in a certain logical sequence, determination of the order and rational ways of performing joint educational tasks);
- trust, help and support those with whom you communicate (help those who need help, give in, be honest, do not evade answers, communicate your intentions, give advice and trust the advice of others, trust both the information received and your comrade communication, adults, teacher);
- apply individual skills in solving joint problems (use speech, mathematical symbols, music, movement, graphic information to complete tasks with a common goal, to record and formalize the results of their observations, purposeful use of fiction, popular science, reference literature, a dictionary in a textbook) ;
- evaluate the results of joint communication (critically evaluate yourself and others, take into account the personal contribution of each to communication, make the right decisions, express agreement (disagreement), approval (disapproval), assess the compliance of verbal behavior with non-verbal).
The group of affective-communicative skills is based on the ability to share one's feelings, interests, mood with communication partners; show sensitivity, responsiveness, empathy, care for communication partners; evaluate each other's emotional behavior.
The development of communication skills in the course of role-playing communication of students is carried out by the teacher in stages and is as follows:
- revealing to students the importance of communicative skills;
- familiarization of students with the content and structure of skills in the distribution of roles;
- the inclusion of students in the performance of joint game tasks for mastering communication skills;
- improvement of the communicative skills acquired by schoolchildren in their creative activity.
Let us give an example of the gradual development of such a complex communicative skill as the ability to listen carefully to the interlocutor. The following handout may be suggested to help the teacher.
1. Explain to younger students the need to master the ability to listen carefully to the interlocutor, to politely answer questions.
2. Clearly state the rules to be followed. For example: "The best interlocutor is not the one who knows how to speak well, but the one who knows how to listen carefully"; "People will only listen to you after you have listened to them."
3. Show with examples how actions are taken to master this skill. For example:
1) during a conversation with an interlocutor, do not think about something of your own, otherwise you will miss something important from the story;
2) try to understand the essence of the conversation, and not hear only what you want;
3) do not try to seem smarter than your communication partner, listen to everything he wants to say;
4) show the greatest attention when talking with people close to you, since emancipation in communicating with loved ones entails inattention towards them;
5) learn not only to listen, but also to hear.
Do not try to develop several skills or personality traits at once. Determine what qualities are organically combined with each other - for example, the ability to listen carefully to the interlocutor and politely respond to questions; correlate their actions, opinions, habits with the interests of communication partners; express agreement (disagreement), approval (disapproval).
2.1 Diagnosis of younger students to determine communication skills
In a small set (2-3) class, we carried out diagnostics to determine communication skills. We worked according to the methodology of the American psychologist J. Moreno, which is designed to assess interpersonal relationships: likes and dislikes, attractiveness and preference. Consider this technique in relation to the children's team.
Guys it was proposed to list classmates with whom each of them would like to communicate and cooperate in various activities. For example:
1. Which classmate would you invite to your birthday party?
2. To which of your classmates do you want to say kind words?
3. Which classmate would you like to shake hands with?
The children were asked to choose no more than three classmates. We wrote their names in the nominative case.
The results are presented in the form of matrices (tables), which were compiled together with the class teacher. A separate matrix was compiled for each question.
The first column of the matrix contains the names of the guys who choose. The first row of the matrix contains the names of those who are chosen. In both cases, the names are listed in the same order.
The number 1 is placed in the column of the student who was chosen first, the number 2 - in the column of the one who was chosen second, 3 - the third.
In summary rows and columns:
BC - the number of choices made by this person;
VP - the sum of the choices received by a given person (i.e., how many people chose him);
BB - the number of mutual, coinciding elections.
The sum of the choices received by each child (VP) is a measure of his position in the class.
If the student received the most choices, he is considered to be a "star".
If you get an average number of choices - to the preferred ones.
If less than the average number of choices - to neglected.
If you have not received a single choice - to the isolated ones.
The satisfaction of the child with his own position in the class is determined by the coefficient:
BB (number of mutual elections).
BC (number of choices made by this person)
So, if the number of BB is 0, and the number of choices made by a person is 3 and K = 0/3 = 0, then it should be assumed that he may have problems in interpersonal relationships.
The average level of well-being of relationships (RWM) in the class is fixed in the case of approximate equality: “stars” + preferred = = neglected + isolated.
The low level of well-being in the class is evidenced by the predominance of people with low status.
If “stars” + preferred > neglected + isolated, then this indicates a high WLW, which is characterized by fairly stable, even, friendly relations in the team.
As a result, we have such a table.
Yakushenko |
Zagrebelnaya |
Magomedov |
|||||||
Yakushenko |
|||||||||
Zagrebelnaya |
|||||||||
Magomedov |
|||||||||
The symbol "X" means that this field is not to be filled.
When summing up the obtained values of VP, BB, BC, we see that the class has a low level of well-being.
Children are at an intermediate stage between the transition from primary school age to adolescence, where the central neoplasm becomes the self-determination of the student. This is, first of all, the need for communication and possession of ways to build it. It is very important that communication skills are formed at primary school age, and for this it is necessary to identify and eliminate the causes that cause difficulties for children of primary school age to establish contact in the process of communication.
We decided to take a closer look at the guys during collective games, creative activities, in their free time. Our observations added to the existing picture and prompted which of the children needed help and in what way.
To prevent children from guessing about the ongoing study, we conducted sociometric studies in the form of a game - we offered an entertaining and educational event "Secrets of Communication" (Appendix No. 1)
In addition to the game “Secrets of Communication”, the class held an educational role-playing game “Planet of True Friends” (Appendix No. 2), conversations on the topic “Can we negotiate?”, a drawing competition “My friendly class”, competitions between boys for the holiday 23- February 2, the competition "Ay yes, girls!" (March 8) and a number of other activities to unite children in the classroom. After that, a re-diagnosis was carried out. As a result, we have such a table.
Yakushenko |
Zagrebelnaya |
Magomedov |
|||||||
Yakushenko |
|||||||||
Zagrebelnaya |
|||||||||
Magomedov |
|||||||||
At summing up again, we got the average level of well-being in the class. In the course of the study, it was found that, in general, the emotional background in the classroom is positive, the most common mental states are friendliness, goodwill, joy, daydreaming, fantasizing. Children are focused on communication in a team, communicative interaction with each other.
2.2 The activities of the primary school teacher in the formation of communication skills in younger students
If the class teacher wants to understand the position of each child in various areas of communication: in the family, at school, in the extracurricular environment; to correct relations between children, then he needs to own a communicative culture, which includes the ability to objectively perceive the people around him, developed reflection (introspection), and fluency in speech.
All the work of the class teacher on the formation of a culture of communication in children will not give positive results if it is carried out without observing the norms of morality in relationships. The problem of morality should permeate all areas of the teacher's activity. The formation and development of the child's personality on the foundation of universal human values is the basis of the teacher's creativity.
A) Individual work of the class teacher
First of all, the class teacher should study the children, their relationships, problems in communication. To do this, during conversations with parents, it is necessary to understand what are the features of the environment in which the child is brought up, what is the dominant style of parental relationships with him, what is the position of the child in the family, what are the hereditary character traits.
The class teacher conducts testing and sociometric research that reveals the relationship of children in the class, in particular the relationship of boys and girls, "leaders" and "outcasts" of the class. By studying the individual character traits of the child, observing him in various life situations, the class teacher seeks to understand the student, identify his problems and help solve them, because. the unfavorable position of the child can lead to the appearance of mental complexes, contribute to the emergence of psychological breakdowns, which endangers his health, and hence his development.
Having studied the features of the child's communication, the class teacher must very tactfully help him in resolving communication problems, create conditions for correcting the student's relations with classmates, adults, and create conditions for self-affirmation in the team. If you want to be successful, you don't have to moralize; try to explain the consequences of the act, show how it will affect people close to the child and on himself. Confidential conversations help the student gain self-confidence, show that he has a chance to correct negative traits.
B) Working with a class team
The activity of the class teacher in the field of communication with the class aims to form a communicative culture in children, to create a favorable psychological climate in the classroom. To do this, it is advisable to develop a Communication Program, which can include:
* collective creative activities (extracurricular activities) development of speech, planning of collective holidays.
* conversations and discussions;
* Exercises for the development of communication skills in younger students, trainings
C) Participation in school-wide affairs and work in the microdistrict
The class teacher should not limit the communication of children only to the framework of their class. This can lead to the emergence of group selfishness. Therefore, friendship, rivalry with a parallel, senior or junior class, participation in school-wide affairs, in various sections, holidays, campaigns, labor landings, planting greenery in the school, participation in district holidays help children expand the scope of communication, meet new people, feel like part of a big peace.
Forming the communication skills of younger students, the teacher should follow the following rules:
1) to teach children to correctly distribute roles in joint activities and fulfill their duties;
2) to be leaders in social activities;
3) observe the established rules of joint work, be good performers;
4) to teach to communicate with each other, to establish and maintain good relationships;
5) create emotionally favorable conditions in the children's team;
6) to teach each child to be independent in a group or team, to pursue their own goals without prejudice to the interests of others; 7) conduct a discussion correctly, express one's own opinion and listen to the opinion of others, prove one's position and recognize the correctness of the positions of others;
8) to teach to resolve conflicts in the sphere of interpersonal relations.
The task of the teacher is to guide students to collective creative activity through the organization of cooperation. Only in joint activities in the process of solving a problem and clash of opinions there is a real opportunity to form communication skills. Interaction between students is the basis for the successful development of the classroom team. By building a system of activities at each stage of the program, an arsenal of content, technologies, techniques and forms is implemented.
3. plan-outline of an extracurricular activity aimed at developing the communication skills of younger students
Topic: "The influence of outdoor games on the positive emotional state of students"
Venue: school gym
The purpose of the lesson: to give students the knowledge and practical skills necessary to master the vital motor actions by means of the skills and knowledge of folk outdoor games.
Lesson objectives:
Personal competencies:
1. formation of a respectful attitude to the history and culture of their people by means of learning the history of folk outdoor games;
2. development of ethical qualities, goodwill and emotional and moral responsiveness when participating in folk outdoor games;
3. development of cooperation skills with peers in game situations.
Meta-subject competencies:
1. mastering the ability to accept the goal and objectives of gaming activity;
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